es y - fju.edu.twce.etweb.fju.edu.tw/ceweb/aiedl/2014f_IELTS/IELTS_Academic_Readi… · Reading...

IELTS ACADEMIC READING General Information + 5 Task Types Dr. Faith Yang Dept. of English, Fu Jen University

Academic Reading Test Description

Reading 3 passages and answering 40 questions in 60 minutes

5 Task Types, including:

Multiple Choice Identifying Information Matching Information

Completion Short Answer Questions

Type 1 – Multiple Choice •  Choose the best answer from 4 options (A-‐D)

•  Choose the best 2 answers from 5 options (A-‐E)

•  Choose the best 3 answers from 7 options (A-‐G)

•  Questions are in the same order as the information in the text

How to Approach Step 1: Read the instruction carefully

Step 2: Skim all questions to get a general idea of the text

Step 4: Read the 1st question again to localize where you will be focusing on in the text

Step 5: Read the text in the appropriate manner

Step 3: Underline keywords from a question stem

EXERCISE 1

Task: 1)  Download the île

(R1_MultipleChoice_Exercise) 2)  Skim the questions and circle

the key words from each question stem

3)  Localize in the text where you can înd the answer for each question

4)  Use 20 minutes for the task 5)  Download the answer for your

reference (R1_MultipleChoice_Answer)

IELTS Academic Reading Multiple Choice: Exercise 1

(1) Read the following three questions. Circle the keywords from the question stems.

(2) Read the text below the questions. Try to locate where you should do close reading to find the answers. Mark it down!

(3) Answer the questions.

1. Which is most at fault for the Titanic disaster? A. The ship B. The Titanic’s owners and builders C. Standard operating procedure D. The captain and crew

2. The number of lifeboats on the Titanic…

A. would have been sufficient if all boats had been filled to capacity

B. met the regulations for much smaller ships but not the Titanic C. had been designed in 1894 by the British Board of Trade D. could carry more people than required under the regulations

3. The Titanic was …

A. higher than the tallest buildings of her day B. divided into 16 watertight compartments C. unsinkable D. the most technologically advanced liner of her time

ANSWER 1 2 3

Type 2 – Identifying Information •  Decide a statement is True, False or Not Given

•  To assess whether you can înd particular information in a passage.

•  It doesn’t mean that you have to memorize the passage to be able to discern whether an answer is True, False or Not Given

Type 2 – Identifying Writer’s Views/Claims

•  Example: Do the following statements agree with the views/claims of the writer?

•  Again, exclude your own knowledge on the topic when deciding the answer

•  Sometimes this type of task requests you to identify writer’s views or claims

•  Decide a given statement is True, False or Not Given

How to Approach Step 1: Skim the question and mark its place in a paragraph

Step 2: In the paragraph exact same words or phrases may not be used as in the question statement

In this task, you answer

YES if the statement re^lects the claims of the writer NO if the statement contradicts the claims of the writer

N.G. if it is impossible to say what the writer thinks about this

Very Important §  Any knowledge you have on the topic OUTSIDE the passage shouldn’t play any part when deciding your answer!

§  Don’t use your own knowledge to make assumptions – use only the information in the text

§  Remember that the answer is always in the text!

EXERCISE 2 Task: 1)  Download the île

(R1_IdentifyInfo_Exercise) 2)  Skim the questions and circle



4)  Suggested exercise time: 10 minutes

5)  Download the answer (R1_IdentifyingInfo_Answer) for your reference

IELTS Academic Reading Exercise 2 - Identifying Information:

(1) Read the following seven questions. Circle the keywords from the statements.


(3) Answer the questions. Do the following statements agree with the views of the writer in the reading passage? Write down your answer in the box 1 to 7.

© 1999 Holmesglen Institute of TAFE 13

Sample task

Do the following statements agree with the views of the writer in the reading passage? In boxes 1-7 on your answer sheet write: Yes If the statement agrees with the writer No If the statement contradicts the writer Not Given If it is impossible to say what the writer thinks about

this 1. The enormous loss of life on the Titanic was primarily caused by

inadequate equipment, training and procedures. 2. Nobody had thought of installing enough lifeboats to accommodate

all the passengers and crew in the event of an emergency. 3. Captain Smith didn’t inform his officers of the true situation because

he didn’t want to cause a panic. 4. The lifeboats would have buckled if they had been fully loaded. 5. After the Titanic sank the lifeboats which were not full should have

returned to rescue as many people from the water as they could. 6. The Captain of the Californian could have brought his ship to the

rescue if he had realised that the Titanic was sinking. 7. The sinking of the Titanic prompted an overhaul of standard

operating procedures which made ocean travel much safer. Answer key 1. Yes 2. No 3. Not Given 4. No 5. Not Given 6. Yes 7. Yes

1. The enormous loss of life on the Titanic was primarily caused by

inadequate equipment, training and procedures.

2. Nobody has thought of installing enough lifeboats to accommodate all the passengers and crew in the event of an emergency.

3. Captain Smith didn’t inform his officers of the true situation because

he didn’t want to cause a panic.

4. The lifeboats would have buckled if they had been fully loaded.

5. After the Titanic sank the lifeboats which were not full should have returned to rescue as many people from the water as they could.

6. The Captain of the California could have brought his ship to the

rescue if he had realised that the Titanic was sinking.

7. The sinking of the Titanic prompted an overhaul of standard operating procedures which made ocean travel much safer.

Type 3 – Short Answer Questions

•  You will be provided with a number of questions to answer

•  Generally an answer must be in 3 words or fewer. Read the instructions carefully!

How to Approach Step 1: Read the instructions carefully.

Step 2: Quickly read through all the questions to get a general idea

Step 3: Read the questions again and decide what information you will skim for

Step 4: Find the relevant sections from the reading text

Step 5: Read those parts more carefully to înd the answer

VERY IMPORTANT your answers need to make sense grammatically!!

EXERCISE 3 Task: 1)  Download the île

(R1_ShortQ_Exercise) 2)  Skim the questions and circle



4)  Suggested exercise time: 15 minutes

5)  Download the answer (R1_ShortQ_Answer) for your reference

IELTS Academic Reading Exercise 3 – Short Answer Questions:

(1) Read the following three questions. Circle the keywords from the statements.


(3) Answer the questions. Use no more than three words to answer the following questions. Write your answers in box 1-3.

1. Alexander Carlisle implied that the Titanic’s owners were more

concerned about the ship’s appearance than what?

2. The laws of which government regulated the lifeboat requirements that the Titanic conformed to in 1912?

3. What term used in the passage tells the reader that this was the

Titanic’s first journey?

ANSWER

1 2 3

Type 4 – Matching

There are many sub-‐types of “matching” task Including matching…

headings to paragraphs

information (e.g., causes-‐effects, factors etc.)

How to Approach Matching Headings to Paragraphs

Step 1: Read the instructions carefully.

Step 3: Read through the text with the headings in mind

Step 4: Keep in mind that you read to înd out the main idea of the paragraph, not details

Step 2: Note that the heading you choose should summarize the main idea of the paragraph

Step 5: Choose the heading from the list which best sums up the main point of the paragraph you have just read

EXERCISE 4


(R1_MatchingHeadings_Exercise) 2)  Use 10 minutes for the task 3)  Download the answer for your

reference (R1_MatchingHeadings_Answer)

IELTS Academic Reading Matching Headings to Paragraphs: Exercise 1 Choose the heading which best sums up the primary cause of the problem described in paragraphs D, E, G, H and I of the text. Write the appropriate numbers (1-5) in the boxes.


Reading task type two: matching headings to paragraphs

Task description In this type of question, you will be given a list of headings. The instructions will also indicate around 4 to 6 paragraphs from the reading text. The task is to find the most suitable heading for each of the paragraphs. There will be more headings than paragraphs, and you shouldn’t use any heading more than once unless the instructions tell you that you can. To complete this task well, you will need to be able to identify each paragraph’s main focus. The correct heading will sum up the main idea of the paragraph.

What is being tested is your ability to: != Identify the main idea of a paragraph

Sample task Choose the heading which best sums up the primary cause of the problem described in paragraphs D, E, G, H and I of the text. Write the appropriate numbers (i – x) in the boxes on your answer sheet.

List of Headings i Ignorance of the impending disaster ii Captain’s orders ignored iii Captain’s over-confidence iv Rough sea conditions v Faulty design vi Iceberg locations not plotted vii Low priority placed on safety viii Number of lifeboats adequate ix Inadequate training x Ice warnings ignored

Answer key

Paragraph D vi Paragraph E iii Paragraph G vii Paragraph H i Paragraph I ix

ANSWER Paragraph D Paragraph E Paragraph G Paragraph H Paragraph I

Type 4 – Matching

There are many sub-‐types of “matching” task Including matching…

headings to paragraphs

information (e.g., causes-‐effects, factors etc.)

How to Approach Matching Information (selecting factors)

A number of statements will be given. Some of which paraphrase or summarize what the writer said. You need to know what information the writer did mention (or didn’t mention) on a given topic

Step 1: Note that only SOME of the factors are correct.

Step 2: Read through the list of factors Step 3: Scan the text and locate the sections which discuss about the mentioned factors Step 4: Read these sections carefully and select the appropriate factors to match

How to Approach Matching Causes & Effects

Two lists are provided: one contains a shorter list of causes and the other contains a longer list of effects. You need to înd the effect which matches each cause.

Step 1: Start with the shorter list (usually the causes)

Step 2: Read through the list of causes and familiarize yourself with the effects list Step 3: Skim the text to înd the section which discuss the îrst cause and read that section carefully to înd the effect Step 4: Use the same approach for the rest of cause-‐effect matchings

EXERCISE 5


(R1_MatchingC&E_Exercise) 2)  Use 15 minutes for the task 3)  Download the answer for your

reference (R1_MatchingC&E_Answer)

IELTS Academic Reading Matching Causes & Effects: Exercise 3 The reading passage describes a number of cause and effect relationships. Match each cause (1-4) in List A with its effect (A-H) in List B. Write your answers (A-H) in boxes 1-4.


Reading task type seven: matching causes and effects

Task description

You will be provided with two lists. In most cases, one list contains a small number of causes and the other list contains a larger number of effects. The task is to find the effect which arose from (matches) each cause. To complete this task well you will need to understand clearly what the words ‘cause’ and ‘effect’ mean.

What is being tested is your ability to: != understand cause and effect relationships != understand gist and paraphrase != skim for information

Sample task

The reading passage describes a number of cause and effect relationships. Match each cause (1-4) in List A with its effect (A-H) in List B. Write your answers (A-H) in boxes 1-4 on your answer sheet. NB There are more effects in List B than you will need, so you will not

use all of them. You may use any effect more than once if you wish. List A: Causes List B: Effects

1. Outdated regulations designed for much smaller ships

2. Captain Smith’s failure to communicate sufficient information to officers

3. No requirements for 24 hour a day wireless operation

4. Lack of procedures for dealing with wireless messages

A. Lack of lifeboat training and drills

B. More than two of the watertight compartments filled with water

C. Locations of icebergs received in ice warnings were not plotted

D. Half full lifeboats did not return to rescue people

E. Nearby ship did not come to Titanic’s rescue

F. Not enough lifeboats

G. Passengers panicked

H. Lifeboats were not fully loaded

ANSWER 1 2 3 4

Type 5 – Completion

There are many sub-‐types of “completion” task Including completion of …

summary/sentence/note table/chart/diagram label

How to Approach Completion of Summary

You will be provided with a summary of all or part of the reading text. The summary contains a number of gaps. A list of words for gap îlling is provided. All information in the summary is contained in the reading text.

Step 1: Skim through the summary to get an idea and decide which section of the text is covered by the summary

Step 2: Read through the sections and the summary, referring to the word list.

Step 3: Select correct words and reject distractors

EXERCISE 6


(R1_CompletionSummary_Exercise)


reference (R1_CompletionSummary_Answer)

IELTS Academic Reading Completion of Summary: Exercise 4 Complete the summary below. Choose your answers from the box at the bottom of the page and write them in boxes 1-8. (Note: there are more words than spaces so you will not use them all. You may use any of the words more than once.)


Sample task

Complete the summary below. Choose your answers from the box at the bottom of the page and write them in boxes 1-8 on your answer sheet. NB There are more words than spaces so you will not use them all. You may use any of the words more than once.

List of Words passengers happy float advanced lifeboats confident dangers ocean worried inadequate enormous excitement fast handbook water afloat record fast procedures orders drown size sink safety

The Finest Ship Ever Built The North Atlantic Ocean crossing on the Titanic was expected to set a

new standard for …(1)… travel in terms of comfort and …(2)… The

shipping industry had an excellent safety …(3)… on the North Atlantic

Crossing over the previous forty years and the Titanic was the finest and

safest liner ever built. The Titanic combined the greatest technology of the

day with sheer …(4)…, luxury and new safety features. The Titanic’s

owners were …(5)… that even if the Titanic were letting in …(6)… she

would …(7) … indefinitely until help arrived. In hindsight we know that the

Titanic was not unsinkable and that technology alone could not save lives

when facilities were …(8)… and humans did not follow safe …(9)…

whether because of arrogance or ignorance.

Answer key 1. ocean 2. safety 3. record 4. size 5. confident 6. water 7. float 8. inadequate 9. procedures

How to Approach Completion of Table

You will be provided with an incomplete table which summarizes information from the reading text. You need to complete the gaps in three or fewer words (read carefully the instructions).

Step 1: Read the given table carefully. Glance at all the information given in the table to get a general idea.

Step 2: Skim the text for the appropriate paragraph or section

Step 3: Read the section more carefully and decide on the best word(s) to îll the gap. Note that you need to use the correct form of any verbs/nouns

EXERCISE 7


(R1_CompletionTable_Exercise) 2)  Use 15 minutes for the task 3)  Download the answer for your

reference (R1_CompletionTable_Answer)

IELTS Academic Reading Completion of Table: Exercise 5 Complete the table below using information from the reading passage. Write no more than three words for each answer. Put your answers in boxes 1-8.


Reading task type six: table completion

Task description

You will be provided with an incomplete table which summarises or paraphrases information given in the reading text. The information in table form may be organised differently from the way in which it appears in the text, for example chronologically instead of in order of importance. The task is to complete the gaps in three words or fewer.

What is being tested is your ability to != skim for specific information != understand gist and paraphrase

Sample task

Complete the table below using information from the reading passage. Write no more than three words for each answer. Write your answers in boxes 1-8 on your answer sheet.

Problem Cause of the problem Regulated after the Titanic disaster? (Write Yes, No or

Doesn't say)

Position of icebergs not plotted

… (1) … scattered all over the ship

Doesn’t say

Insufficient lifeboats … (2) … regulations … (3) …

Lifeboats not full a) ignorance of the extent of the danger

b) fear that the lifeboats

would … (5) …

… (4) … … (6) …

Californian didn’t listen to the distress calls

No … (7) … wireless operation

… (8) …

ANSWER 1 2 3 4 5 6 7 8

How to Approach Completion of Sentence

You will be provided with a number of incomplete sentences which you need to use information from the reading text to complete. Generally you need to complete the sentence in three or fewer words, depending on the instructions.

Step 1: Read through the incomplete sentences to get a general idea of what info you will have to înd from the text

Step 2: Skim the text for înd the relevant sections and read the text carefully

Step 3: Your answers should ît the incomplete sentence grammatically.

EXERCISE 8


(R1_CompletionSentence_Exercise)


reference (R1_CompletionSentence_Answer)

IELTS Academic Reading Completion of Sentence: Exercise 6 Complete the sentences below using words taken from the reading passage. Use no more than three words for each answer. Write your answers in boxes 1-3.


Reading task type eight: sentence completion

Task description

You will be provided with a number of incomplete sentences which you need to complete using information from the reading text. Generally you must complete the statement in three words or fewer, but confirm this with the instructions.

What is being tested is your ability to: != skim for general information != read for details != understand paraphrase in the incomplete sentences

Sample task

Complete the sentences below using words taken from the reading passage. Use no more than three words for each answer. Write your answers in boxes 1-3 on your answer sheet. 1. One positive outcome was that the inquiries into the Titanic disaster

sought to improve safety procedures by initiating …(1)… 2. The Titanic’s safety feature, which convinced most people that she

wouldn’t sink, was her …(2)… 3. Passenger ships across the North Atlantic Ocean had had an

excellent safety record in the …(3)… Answer key 1. international agreements / new regulations 2. sixteen watertight compartments 3. previous forty years

ANSWER 1 2 3

To Wrap Up… •  Read the title and any heading îrst.

•  Make predictions about the topic

•  Skim through the îrst 2 paragraphs to orient yourself

•  Circle key words, underline main points while you read

•  Summarize main points of each paragraph & connect them to get the general idea of the article

Task Questions Help!

•  Task questions give clues to enhance comprehension

•  Get the key info from the question stem, not the answer options

Research completed in 1982 found that in the United States soil erosion

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo IELTS Academic Reading Type 1 (Multiple Choice Questions) Activity – answer key www.teachers.cambridgeesol.org Page 3 of 6

IELTS Academic Reading Type 1 (Multiple Choice Questions) Activity – answer key

Key to Sample Task

Key words in bold

10 Research completed in 1982 found that in the United States soil erosion

A reduced the productivity of farmland by 20 per cent. B was almost as severe as in India and China. C was causing significant damage to 20 per cent of farmland. D could be reduced by converting cultivated land to meadow or forest.

11 By the mid-1980s, farmers in Denmark A used 50 per cent less fertiliser than Dutch farmers.

B used twice as much fertiliser as they had in 1960. C applied fertiliser much more frequently than in 1960. D more than doubled the amount of pesticide they used in just 3 years.

12 Which one of the following increased in New Zealand after 1984? A farm incomes

B use of fertiliser C over-stocking D farm diversification

10 C The United States … discovered in 1982 that about one-fifth of its farmland was losing topsoil

at a rate likely to diminish the soil's productivity.

11 B Fertiliser use doubled in Denmark in the period 1960-1985

12 D Farms began to diversify

Answer Options

Question Stem

Task Questions Help!(cont.)

•  Refer back to the main text

•  Try to înd relevant parts of the text -‐> so that you know where in the article to înd for clues

•  Don’t be distracted by answer options. For the time being, just ignore them!

Any Questions? Please contact Faith

@ [email protected] Web Ofîce Hour Wed 22:00-‐23:00 小組討論室101

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