CHILDREN’S THINKING: Reading Answers
IELTS Academic Test 1 – Passage 03: CHILDREN’S THINKING reading with answers location, explanation and pdf summary.
CHILDREN’S THINKING
One of the most eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two ‘behaviour segments’ in some novel way, never actually performed before, so as to reach a goal.
Two followers of Clark Hull, Howard and Tracey Kendler, devised a test for children that was explicitly based on Clark Hull’s principles. The children were given the task of learning to operate a machine so as to get a toy. In order to succeed they had to go through a two-stage sequence. The children were trained on each stage separately. The stages consisted merely of pressing the correct one of two buttons to get a marble; and of inserting the marble into a small hole to release the toy.
The Kendlers found that the children could learn the separate bits readily enough. Given the task of getting a marble by pressing the button they could get the marble; given the task of getting a toy when a marble was handed to them, they could use the marble. (All they had to do was put it in a hole.) But they did not for the most part ‘integrate’, to use the Kendlers’ terminology. They did not press the button to get the marble and then proceed without further help to use the marble to get the toy. So the Kendlers concluded that they were incapable of deductive reasoning.
The mystery at first appears to deepen when we learn, from another psychologist, Michael Cole, and his colleagues, that adults in an African culture apparently cannot do the Kendlers’ task either. But it lessens, on the other hand, when we learn that a task was devised which was strictly analogous to the Kendlers’ one but much easier for the African males to handle.
Instead of the button-pressing machine, Cole used a locked box and two differently coloured match-boxes, one of which contained a key that would open the box. Notice that there are still two behaviour segments — ‘open the right match-box to get the key’ and ‘use the key to open the box’ – so the task seems formally to be the same. But psychologically it is quite different. Now the subject is dealing not with a strange machine but with familiar meaningful objects; and it is clear to him what he is meant to do. It then turns out that the difficulty of ‘integration’ is greatly reduced.
Recent work by Simon Hewson is of great interest here for it shows that, for young children, too, the difficulty lies not in the inferential processes which the task demands, but in certain perplexing features of the apparatus and the procedure. When these are changed in ways which do not at all affect the inferential nature of the problem, then five-year-old children solve the problem as well as college students did in the Kendlers’ own experiments.
Hewson made two crucial changes. First, he replaced the button-pressing mechanism in the side panels by drawers in these panels which the child could open and shut. This took away the mystery from the first stage of training. Then he helped the child to understand that there was no ‘magic’ about the specific marble which, during the second stage of training, the experimenter handed to him so that he could pop it in the hole and get the reward.
A child understands nothing, after all, about how a marble put into a hole can open a little door. How is he to know that any other marble of similar size will do just as well? Yet he must assume that if he is to solve the problem. Hewson made the functional equivalence of different marbles clear by playing a ‘swapping game’ with the children. The two modifications together produced a jump in success rates from 30 per cent to 90 per cent for five-year-olds and from 35 per cent to 72.5 per cent for four-year-olds. For three-year- olds, for reasons that are still in need of clarification, no improvement—rather a slight drop in performance – resulted from the change.
We may conclude, then, that children experience very real difficulty when faced with the Kendler apparatus; but this difficulty cannot be taken as proof that they are incapable of deductive reasoning.
Questions 28-35
Classify the following descriptions as a referring :
Clark Hull CH
Howard and Tracy Kendler HTK
Micheal Cole and colleagues MC
Write the appropriate letters in boxes 28-35 on your answer sheet.
NB You may use any answer more than once.
28. …………………….. is cited as famous in the field of psychology.
29. …………………….. demonstrated that the two-stage experiment involving button-pressing and inserting a marble into a hole poses problems for certain adults as well as children.
30. …………………….. devised an experiment that investigated deductive reasoning without the use of any marbles.
31. …………………….. appears to have proved that a change in the apparatus dramatically improves the performance of children of certain ages.
32. …………………….. used a machine to measure inductive reasoning that replaced button-pressing with drawer-opening.
33. …………………….. experimented with things that the subjects might have been expected to encounter in everyday life, rather than with a machine.
34. …………………….. compared the performance of five-year-olds with college students, using the same apparatus with both sets of subjects.
35. …………………….. is cited as having demonstrated that earlier experiments into children’s ability to reason deductively may have led to the wrong conclusions.
Questions 36-40
Do the following statements agree with the information in Reading Passage 2? In boxes 36-40 on your answer sheet write :
YES if the statement agrees with the information
NO if the statement contradicts the information
NOT GIVEN if there is no information on this in the passage
36. Howard and Tracey Kendler studied under Clark Hull.
37. The Kendlers trained their subjects separately in the two stages of their experiment, but not in how to integrate the two actions.
38. Michael Cole and his colleagues demonstrated that adult performance on inductive reasoning tasks depends on features of the apparatus and procedure.
39. All Hewson’s experiments used marbles of the same size.
40. Hewson’s modifications resulted in a higher success rate for children of all ages.
Check out your CHILDREN’S THINKING reading answers below with locations and explanations given in the text.
28. CH 29. MC 30. MC 31. SH 32. SH 33. MC 34. HTK 35. SH 36. NOT GIVEN 37. YES 38. YES 39. YES 40. NO
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critical thinking in the classroom ielts reading answers
Children’s thinking: reading answers.
IELTS Academic Test 1 – Passage 03: CHILDREN’S THINKING reading with answers location, explanation and pdf summary.
CHILDREN’S THINKING
One of the most eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two ‘behaviour segments’ in some novel way, never actually performed before, so as to reach a goal.
Two followers of Clark Hull, Howard and Tracey Kendler, devised a test for children that was explicitly based on Clark Hull’s principles. The children were given the task of learning to operate a machine so as to get a toy. In order to succeed they had to go through a two-stage sequence. The children were trained on each stage separately. The stages consisted merely of pressing the correct one of two buttons to get a marble; and of inserting the marble into a small hole to release the toy.
The Kendlers found that the children could learn the separate bits readily enough. Given the task of getting a marble by pressing the button they could get the marble; given the task of getting a toy when a marble was handed to them, they could use the marble. (All they had to do was put it in a hole.) But they did not for the most part ‘integrate’, to use the Kendlers’ terminology. They did not press the button to get the marble and then proceed without further help to use the marble to get the toy. So the Kendlers concluded that they were incapable of deductive reasoning.
The mystery at first appears to deepen when we learn, from another psychologist, Michael Cole, and his colleagues, that adults in an African culture apparently cannot do the Kendlers’ task either. But it lessens, on the other hand, when we learn that a task was devised which was strictly analogous to the Kendlers’ one but much easier for the African males to handle.
Instead of the button-pressing machine, Cole used a locked box and two differently coloured match-boxes, one of which contained a key that would open the box. Notice that there are still two behaviour segments — ‘open the right match-box to get the key’ and ‘use the key to open the box’ – so the task seems formally to be the same. But psychologically it is quite different. Now the subject is dealing not with a strange machine but with familiar meaningful objects; and it is clear to him what he is meant to do. It then turns out that the difficulty of ‘integration’ is greatly reduced.
Recent work by Simon Hewson is of great interest here for it shows that, for young children, too, the difficulty lies not in the inferential processes which the task demands, but in certain perplexing features of the apparatus and the procedure. When these are changed in ways which do not at all affect the inferential nature of the problem, then five-year-old children solve the problem as well as college students did in the Kendlers’ own experiments.
Hewson made two crucial changes. First, he replaced the button-pressing mechanism in the side panels by drawers in these panels which the child could open and shut. This took away the mystery from the first stage of training. Then he helped the child to understand that there was no ‘magic’ about the specific marble which, during the second stage of training, the experimenter handed to him so that he could pop it in the hole and get the reward.
A child understands nothing, after all, about how a marble put into a hole can open a little door. How is he to know that any other marble of similar size will do just as well? Yet he must assume that if he is to solve the problem. Hewson made the functional equivalence of different marbles clear by playing a ‘swapping game’ with the children. The two modifications together produced a jump in success rates from 30 per cent to 90 per cent for five-year-olds and from 35 per cent to 72.5 per cent for four-year-olds. For three-year- olds, for reasons that are still in need of clarification, no improvement—rather a slight drop in performance – resulted from the change.
We may conclude, then, that children experience very real difficulty when faced with the Kendler apparatus; but this difficulty cannot be taken as proof that they are incapable of deductive reasoning.
Questions 28-35
Classify the following descriptions as a referring :
Clark Hull CH
Howard and Tracy Kendler HTK
Micheal Cole and colleagues MC
Write the appropriate letters in boxes 28-35 on your answer sheet.
NB You may use any answer more than once.
28. …………………….. is cited as famous in the field of psychology.
29. …………………….. demonstrated that the two-stage experiment involving button-pressing and inserting a marble into a hole poses problems for certain adults as well as children.
30. …………………….. devised an experiment that investigated deductive reasoning without the use of any marbles.
31. …………………….. appears to have proved that a change in the apparatus dramatically improves the performance of children of certain ages.
32. …………………….. used a machine to measure inductive reasoning that replaced button-pressing with drawer-opening.
33. …………………….. experimented with things that the subjects might have been expected to encounter in everyday life, rather than with a machine.
34. …………………….. compared the performance of five-year-olds with college students, using the same apparatus with both sets of subjects.
35. …………………….. is cited as having demonstrated that earlier experiments into children’s ability to reason deductively may have led to the wrong conclusions.
Questions 36-40
Do the following statements agree with the information in Reading Passage 2? In boxes 36-40 on your answer sheet write :
YES if the statement agrees with the information
NO if the statement contradicts the information
NOT GIVEN if there is no information on this in the passage
36. Howard and Tracey Kendler studied under Clark Hull.
37. The Kendlers trained their subjects separately in the two stages of their experiment, but not in how to integrate the two actions.
38. Michael Cole and his colleagues demonstrated that adult performance on inductive reasoning tasks depends on features of the apparatus and procedure.
39. All Hewson’s experiments used marbles of the same size.
40. Hewson’s modifications resulted in a higher success rate for children of all ages.
Check out your CHILDREN’S THINKING reading answers below with locations and explanations given in the text.
28. CH 29. MC 30. MC 31. SH 32. SH 33. MC 34. HTK 35. SH 36. NOT GIVEN 37. YES 38. YES 39. YES 40. NO
If you want the pdf summary of CHILDREN’S THINKING reading passage, please write your email in the comment section below. We’ll send it across at the speed of light.
Leave a Comment Cancel reply
Save my name, email, and website in this browser for the next time I comment.
IELTS TEST TYPES
✓ IELTS Academic
✓ IELTS General Training
USEFUL LINKS
✓ IELTS Full Form
✓ IELTS Band Score
✓ IELTS Vocabulary
✓ IELTS Grammar
CONNECT WITH US
Pinterest ↗
IELTS® is a registered trademark of The British Council, IDP- IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL). This site and its owners are not affiliated, approved or endorsed by the University of Cambridge ESOL, the British Council, IELTS Progress Check, and IDP Education Australia. "IELTS Progress Check" is the name of the official IELTS online practice test and is in no way affiliated with this website. To find out more about the official IELTS online practice test please visit https://www.ieltsprogresscheck.com/.
ABOUT US | PRIVACY POLICY | DISCLAIMER | TERMS | CONTACT US
© 2023 IELTSPROGRESS.COM | All Rights Reserved
IELTS Cambridge 19 Academic Reading Test 1 with Answers & pdf
Official ielts cambridge book 19 academic reading practice test 1 with answers and pdf.
The Official IELTS Cambridge Book 19 Reading Practice Test 1 for Academic includes answers and is available in PDF format. This resource provides authentic practice tests to help candidates prepare effectively for the IELTS Academic reading section. At the end of each Reading answer key you will find a chart that will help you assess whether, based on your practice test results, you are ready to take the IELTS test.
Official IELTS 19 AC Reading Test 1
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13 , which are based on Reading Passage 1 below.
How Tennis Rackets Have Changed
In 2016, the British professional tennis player Andy Murray was ranked as the world’s number one. It was an incredible achievement by any standard, made even more remarkable by the fact that he did this during a period considered to be one of the strongest in the sport’s history, competing against the likes of Rafael Nadal, Roger Federer, and Novak Djokovic, to name just a few. Yet five years previously, he had been regarded as a talented outsider who entered but never won the major tournaments.
Of the changes that account for this transformation, one was visible and widely publicised: in 2011, Murray invited former number one player Ivan Lendl onto his coaching team – a valuable addition that had a visible impact on the player’s playing style. Another change was so subtle as to pass more or less unnoticed. Like many players, Murray has long preferred a racket that consists of two types of string: one for the mains (verticals) and another for the crosses (horizontals). While he continued to use natural string in the crosses, in 2012 he switched to a synthetic string for the mains. A small change, perhaps, but its importance should not be underestimated.
The modification that Murray made is just one of a number of options available to players looking to tweak their rackets in order to improve their games. ‘Touring professionals have their rackets customised to their specific needs,’ says Colin Triplow, a UK-based professional racket stringer. ‘It’s a highly important part of performance maximisation. Consequently, the specific rackets used by the world’s elite are not actually readily available to the public; rather, each racket is individually made to suit the player who uses it.
Take the US professional tennis players Mike and Bob Bryan, for example: ‘We’re very particular with our racket specifications,’ they say. ‘All our rackets are sent from our manufacturer to Tampa, Florida, where our frames go through a thorough customisation process.’ They explain how they have adjusted not only racket length but even experimented with different kinds of paint. The rackets they use now weigh more than the average model and also have a denser string pattern (i.e. more crosses and mains).
The primary reason for these modifications is simple: as the line between winning and losing becomes thinner and thinner, even these slight changes become more and more important. As a result, players and their teams are becoming increasingly creative with the modifications to their rackets as they look to maximise their competitive advantage.
Racket modifications mainly date back to the 1970s, when the amateur German tennis player Werner Fischer started playing with the so-called spaghetti-strung racket. It created a string bed that generated so much topspin that it was quickly banned by the International Tennis Federation. However, within a decade or two, racket modification became a regularity. Today it is, in many ways, an aspect of the game that is equal in significance to nutrition or training.
Modifications can be divided into two categories: those to the string bed and those to the racket frame. The former is far more common than the latter: the choice of the strings and the tension with which they are installed is something that nearly all professional players experiment with. They will continually change it depending on various factors including the court surface, climatic conditions, and game styles. Some will even change it depending on how they feel at the time.
At one time, all tennis rackets were strung with natural gut made from the outer layer of sheep or cow intestines. This all changed in the early 1990s with the development of synthetic strings that were cheaper and more durable. They are made from three materials: nylon (relatively durable and affordable), Kevlar (too stiff to be used alone), or co-polyester (polyester combined with additives that enhance its performance). Even so, many professional players continue to use a ‘hybrid set-up’, where a combination of both synthetic and natural strings are used.
Of the synthetics, co-polyester is by far the most widely used. It’s a perfect fit for the style of tennis now played, where players tend to battle it out from the back of the court rather than coming to the net. Studies indicate that the average spin from a co-polyester string is 25% greater than that from natural string or other synthetics. In a sense, the development of co-polyester strings has revolutionised the game.
However, many players go beyond these basic adjustments to the strings and make changes to the racket frame itself. For example, much of the serving power of US professional player Pete Sampras was attributed to the addition of four to five lead weights onto his rackets, and today many professionals have the weight adjusted during the manufacturing process. Other changes to the frame involve the handle. Players have individual preferences for the shape of the handle and some will have the handle of one racket moulded onto the frame of a different racket. Other players make different changes. The professional Portuguese player Gonçalo Oliveira replaced the original grips of his rackets with something thinner because they had previously felt uncomfortable to hold.
Racket customisation and modification have pushed the standards of the game to greater levels that few could have anticipated in the days of natural strings and heavy, wooden frames, and it’s exciting to see what further developments there will be in the future.
Questions 1-7
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
- Select TRUE FALSE NOT GIVEN People had expected Andy Murray to become the world’s top tennis player for at least five years before 2016.
- Select TRUE FALSE NOT GIVEN The change that Andy Murray made to his rackets attracted a lot of attention.
- Select TRUE FALSE NOT GIVEN Most of the world’s top players take a professional racket stringer on tour with them.
- Select TRUE FALSE NOT GIVEN Mike and Bob Bryan use rackets that are light in comparison to the majority of rackets.
- Select TRUE FALSE NOT GIVEN Werner Fischer played with a spaghetti-strung racket that he designed himself.
- Select TRUE FALSE NOT GIVEN The weather can affect how professional players adjust the strings on their rackets.
- Select TRUE FALSE NOT GIVEN It was believed that the change Pete Sampras made to his rackets contributed to his strong serve.
Questions 8-13
Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 8-13 on your answer sheet.
The tennis racket and how it has changed
Mike and Bob Bryan made changes to the types of 8 used on their racket frames.
Players were not allowed to use the spaghetti-strung racket because of the amount of 9 it created.
Changes to rackets can be regarded as being as important as players’ diets or the 10 they do.
All rackets used to have natural strings made from the 11 of animals.
Pete Sampras had metal 12 put into the frames of his rackets.
Gonçalo Oliveira changed the 13 on his racket handles
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READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26 , which are based on Reading Passage 2 below.
The Pirates of the Ancient Mediterranean
A When one mentions pirates, an image springs to most people’s minds of a crew of misfits, daredevils, and adventurers in command of a tall sailing ship in the Caribbean Sea. Yet from the first to the third millennium BCE, thousands of years before these swashbucklers began spreading fear across the Caribbean, pirates prowled the Mediterranean, raiding merchant ships and threatening vital trade routes. However, despite all efforts and the might of various ancient states, piracy could not be stopped. The situation remained unchanged for thousands of years. Only when the pirates directly threatened the interests of ancient Rome did the Roman Republic organize a massive fleet to eliminate piracy. Under the command of the Roman general Pompey, Rome eradicated piracy, transforming the Mediterranean into ‘Mare Nostrum’ (Our Sea).
B Although piracy in the Mediterranean is first recorded in ancient Egypt during the reign of Pharaoh Amenhotep III (c. 1390-1353 BCE), it is reasonable to assume it predated this powerful civilization. This is partly due to the great importance the Mediterranean held at this time, and partly due to its geography. While the Mediterranean region is predominantly fertile, some parts are rugged and hilly, even mountainous. In ancient times, the inhabitants of these areas relied heavily on marine resources, including fish and salt. Most had their own boats, possessed good seafaring skills, and unsurpassed knowledge of the local coastline and sailing routes.
Thus, it is not surprising that during hardships, these men turned to piracy. Geography itself further benefited the pirates, with the numerous coves along the coast providing places for them to hide their boats and strike undetected. Before the invention of ocean-going caravels in the 15th century, ships could not easily cross long distances over open water. Thus, in the ancient world, most were restricted to a few well-known navigable routes that followed the coastline. Caught in a trap, a slow merchant ship laden with goods had no other option but to surrender. In addition, knowledge of the local area helped the pirates to avoid retaliation once a state fleet arrived.
C One should also add that it was not unknown in the first and second millennia BCE for governments to resort to pirates’ services, especially during wartime, employing their skills and numbers against their opponents. A pirate fleet would serve in the first wave of attack, preparing the way for the navy. Some regions were known for providing safe harbors to pirates, who, in return, boosted the local economy.
D The first known record of a named group of Mediterranean pirates, made during the rule of ancient Egyptian Pharaoh Akhenaten (c. 1353-1336 BCE), was in the Amarna Letters. These were extracts of diplomatic correspondence between the pharaoh and his allies, and covered many pressing issues, including piracy. It seems the pharaoh was troubled by two distinct pirate groups, the Lukka and the Sherden. Despite the Egyptian fleet’s best efforts, the pirates continued to cause substantial disruption to regional commerce. In the letters, the king of Alashiya (modern Cyprus) rejected Akhenaten’s claims of a connection with the Lukka (based in modern-day Turkey). The king assured Akhenaten he was prepared to punish any of his subjects involved in piracy.
E The ancient Greek world’s experience of piracy was different from that of Egyptian rulers. While Egypt’s power was land-based, the ancient Greeks relied on the Mediterranean in almost all aspects of life, from trade to warfare. Interestingly, in his works the Iliad and the Odyssey, the ancient Greek writer Homer not only condones, but praises the lifestyle and actions of pirates. The opinion remained unchanged in the following centuries. The ancient Greek historian Thucydides, for instance, glorified pirates’ daring attacks on ships or even cities.
For Greeks, piracy was a part of everyday life. Even high-ranking members of the state were not beyond engaging in such activities. According to the Greek orator Demosthenes, in 355 BCE, Athenian ambassadors made a detour from their official travel to capture a ship sailing from Egypt, taking the wealth found onboard for themselves! The Greeks’ liberal approach towards piracy does not mean they always tolerated it, but attempts to curtail piracy were hampered by the large number of pirates operating in the Mediterranean.
F The rising power of ancient Rome required the Roman Republic to deal with piracy in the Mediterranean. While piracy was a serious issue for the Republic, Rome profited greatly from its existence. Pirate raids provided a steady source of slaves, essential for Rome’s agriculture and mining industries. But this arrangement could work only while the pirates left Roman interests alone. Pirate attacks on grain ships, which were essential to Roman citizens, led to angry voices in the Senate, demanding punishment of the culprits. Rome, however, did nothing, further encouraging piracy. By the 1st century BCE, emboldened pirates kidnapped prominent Roman dignitaries, asking for a large ransom to be paid. Their most famous hostage was none other than Julius Caesar, captured in 75 BCE.
G By now, Rome was well aware that pirates had outlived their usefulness. The time had come for concerted action. In 67 BCE, a new law granted Pompey vast funds to combat the Mediterranean menace. Taking personal command, Pompey divided the entire Mediterranean into 13 districts, assigning a fleet and commander to each. After cleansing one district of pirates, the fleet would join another in the next district. The process continued until the entire Mediterranean was free of pirates. Although thousands of pirates died at the hands of Pompey’s troops, as a long-term solution to the problem, many more were offered land in fertile areas located far from the sea. Instead of a maritime menace, Rome got productive farmers that further boosted its economy.
Questions 14-19
Reading Passage 2 has seven paragraphs, A-G . Which paragraph contains the following information? Write the correct letter, A-G , in boxes 14-19 on your answer sheet.
- Select A B C D E F G A reference to a denial of involvement in piracy
- Select A B C D E F G Details of how a campaign to eradicate piracy was carried out
- Select A B C D E F G A mention of the circumstances in which states in the ancient world would make use of pirates
- Select A B C D E F G A reference to how people today commonly view pirates
- Select A B C D E F G An explanation of how some people were encouraged not to return to piracy
- Select A B C D E F G A mention of the need for many sailing vessels to stay relatively close to land
Questions 20 and 21
Choose TWO letters, A-E . Write the correct letters in boxes 20 and 21 on your answer sheet.
Which TWO of the following statements does the writer make about inhabitants of the Mediterranean region in the ancient world?
- They often used stolen vessels to carry out pirate attacks.
- They managed to escape capture by the authorities because they knew the area so well.
- They paid for information about the routes merchant ships would take.
- They depended more on the sea for their livelihood than on farming.
- They stored many of the goods taken in pirate attacks in coves along the coastline.
Questions 22 and 23
Choose TWO letters, A-E . Write the correct letters in boxes 22 and 23 on your answer sheet.
Which TWO of the following statements does the writer make about piracy and ancient Greece?
- The state estimated that very few people were involved in piracy.
- Attitudes towards piracy changed shortly after the Iliad and the Odyssey were written.
- Important officials were known to occasionally take part in piracy.
- Every citizen regarded pirate attacks on cities as unacceptable.
- A favourable view of piracy is evident in certain ancient Greek texts.
Questions 24-26
Complete the summary below. Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 24-26 on your answer sheet.
Ancient Rome and Piracy
Piracy was an issue ancient Rome had to deal with, but it also brought some benefits for Rome. For example, pirates supplied slaves that were important for Rome’s industries. However, attacks on vessels transporting 24 to Rome resulted in calls for 25 for the pirates responsible. Nevertheless, piracy continued, with some pirates demanding a 26. for the return of the Roman officials they captured.
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40 , which are based on Reading Passage 3 below.
The Persistence and Peril of Misinformation
Brian Southwell looks at how human brains verify information and discusses some of the challenges of battling widespread falsehoods.
Misinformation – both deliberately promoted and accidentally shared – is perhaps an inevitable part of the world in which we live, but it is not a new problem. People likely have lied to one another for roughly as long as verbal communication has existed. Deceiving others can offer an apparent opportunity to gain strategic advantage, to motivate others to action, or even to protect interpersonal bonds. Moreover, people inadvertently have been sharing inaccurate information with one another for thousands of years.
However, we currently live in an era in which technology enables information to reach large audiences distributed across the globe, and thus the potential for immediate and widespread effects from misinformation now looms larger than in the past. Yet the means to correct misinformation might, over time, be found in those same patterns of mass communication and of the facilitated spread of information.
The main worry regarding misinformation is its potential to unduly influence attitudes and behavior, leading people to think and act differently than they would if they were correctly informed, as suggested by the research teams of Stephan Lewandowsky of the University of Bristol and Elizabeth Marsh of Duke University, among others. In other words, we worry that misinformation might lead people to hold misperceptions (or false beliefs) and that these misperceptions, especially when they occur among large groups of people, may have detrimental, downstream consequences for health, social harmony, and the political climate.
At least three observations related to misinformation in the contemporary mass-media environment warrant the attention of researchers, policymakers, and really everyone who watches television, listens to the radio, or reads information online. First of all, people who encounter misinformation tend to believe it, at least initially. Secondly, electronic and print media often do not block many types of misinformation before it appears in content available to large audiences. Thirdly, countering misinformation once it has enjoyed wide exposure can be a resource-intensive effort.
Knowing what happens when people initially encounter misinformation holds tremendous importance for estimating the potential for subsequent problems. Although it is fairly routine for individuals to come across information that is false, the question of exactly how—and when—we mentally label information as true or false has garnered philosophical debate. The dilemma is neatly summarized by a contrast between how the 17th-century philosophers René Descartes and Baruch Spinoza described human information engagement, with conflicting predictions that only recently have been empirically tested in robust ways.
Descartes argued that a person only accepts or rejects information after considering its truth or falsehood; Spinoza argued that people accept all encountered information (or misinformation) by default and then subsequently verify or reject it through a separate cognitive process. In recent decades, empirical evidence from the research teams of Erik Asp of the University of Chicago and Daniel Gilbert at Harvard University, among others, has supported Spinoza’s account: people appear to encode all new information as if it were true, even if only momentarily, and later tag the information as being either true or false, a pattern that seems consistent with the observation that mental resources for skepticism physically reside in a different part of the brain than the resources used in perceiving and encoding.
What about our second observation that misinformation often can appear in electronic or print media without being preemptively blocked? In support of this, one might consider the nature of regulatory structures in the United States: regulatory agencies here tend to focus on post hoc detection of broadcast information. Organizations such as the Food and Drug Administration (FDA) offer considerable monitoring and notification functions, but these roles typically do not involve preemptive censoring. The FDA oversees direct-to-consumer prescription drug advertising, for example, and has developed mechanisms such as the ‘Bad Ad’ program, through which people can report advertising in apparent violation of FDA guidelines on drug risks. Such programs, although laudable and useful, do not keep false advertising off the airwaves. In addition, even misinformation that is successfully corrected can continue to affect attitudes.
This leads us to our third observation: a campaign to correct misinformation, even if rhetorically compelling, requires resources and planning to accomplish necessary reach and frequency. For corrective campaigns to be persuasive, audiences need to be able to comprehend them, which requires either effort to frame messages in ways that are accessible or effort to educate and sensitize audiences to the possibility of misinformation. That some audiences might be unaware of the potential for misinformation also suggests the utility of media literacy efforts as early as elementary school. Even with journalists and scholars pointing to the phenomenon of ‘fake news’, people do not distinguish between demonstrably false stories and those based in fact when scanning and processing written information.
We live at a time when widespread misinformation is common. Yet at this time many people also are passionately developing potential solutions and remedies. The journey forward undoubtedly will be a long and arduous one. Future remedies will require not only continued theoretical consideration but also the development and maintenance of consistent monitoring tools—and a recognition among fellow members of society that claims which find prominence in the media that are insufficiently based in scientific consensus and social reality should be countered.
Misinformation arises as a result of human fallibility and human information needs. To overcome the worst effects of the phenomenon, we will need coordinated efforts over time, rather than any singular one-time panacea we could hope to offer.
Questions 27-30
Choose the correct letter, A , B , C or D . Write the correct letter in boxes 27-30 on your answer sheet.
27 . What point does the writer make about misinformation in the first paragraph?
- Misinformation is a relatively recent phenomenon.
- Some people find it easy to identify misinformation.
- Misinformation changes as it is passed from one person to another.
- There may be a number of reasons for the spread of misinformation.
28 . What does the writer say about the role of technology?
- It may at some point provide us with a solution to misinformation.
- It could fundamentally alter the way in which people regard information.
- It has changed the way in which organisations use misinformation.
- It has made it easier for people to check whether information is accurate.
29 . What is the writer doing in the fourth paragraph?
- comparing the different opinions people have of misinformation
- explaining how the effects of misinformation have changed over time
- outlining which issues connected with misinformation are significant today
- describing the attitude of policymakers towards misinformation in the media
30 . What point does the writer make about regulation in the USA?
- The guidelines issued by the FDA need to be simplified.
- Regulation does not affect people’s opinions of new prescription drugs.
- The USA has more regulatory bodies than most other countries.
- Regulation fails to prevent misinformation from appearing in the media.
Questions 31-36
Complete the summary using the list of phrases, A-J , below. Write the correct letter, A-J , in boxes 31-36 on your answer sheet.
What happens when people encounter misinformation?
Although people have 31 Select A B C D E F G H I J to misinformation, there is debate about precisely how and when we label something as true or untrue. The philosophers Descartes and Spinoza had 32 Select A B C D E F G H I J about how people engage with information. While Descartes believed that people accept or reject information after considering whether it is true or not, Spinoza argued that people accepted all information they encountered (and by default misinformation) and did not verify or reject it until afterwards.
Moreover, Spinoza believed that a distinct 33 Select A B C D E F G H I J is involved in these stages. Recent research has provided 34 Select A B C D E F G H I J for Spinoza’s theory and it would appear that people accept all encountered information as if it were true, even if this is for an extremely 35 Select A B C D E F G H I J , and do not label the information as true or false until later. This is consistent with the fact that the resources for skepticism and the resources for perceiving and encoding are in 36 Select A B C D E F G H I J in the brain.
- constant conflict
- additional evidence
- different locations
- experimental subjects
- short period
- conflicting predictions
- frequent exposure
- mental operation
- dubious reason
- different ideas
Questions 37-40
Do the following statements agree with the claims of the writer in Reading Passage 3? In boxes 37-40 on your answer sheet, write
YES if the statement agrees with 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
- Select YES NO NOT GIVEN Campaigns designed to correct misinformation will fail to achieve their purpose if people are unable to understand them.
- Select YES NO NOT GIVEN Attempts to teach elementary school students about misinformation have been opposed.
- Select YES NO NOT GIVEN It may be possible to overcome the problem of misinformation in a relatively short period.
- Select YES NO NOT GIVEN The need to keep up with new information is hugely exaggerated in today’s world.
IELTS 19 Academic Reading Test 1 Answers
Answer keys How Tennis Rackets Have Changed IELTS Listening :
| Question | Answer |
|---|---|
| 1 | FALSE |
| 2 | FALSE |
| 3 | NOT GIVEN |
| 4 | FALSE |
| 5 | NOT GIVEN |
| 6 | TRUE |
| 7 | TRUE |
| 8 | paint |
| 9 | topspin |
| 10 | training |
| 11 | intestines / guts |
| 12 | weights |
| 13 | grips |
| 14 | D |
| 15 | G |
| 16 | C |
| 17 | A |
| 18 | G |
| 19 | B |
| 20 21 | B D |
| 22 23 | C E |
| 24 | grain |
| 25 | punishment |
| 26 | ransom |
| 27 | D |
| 28 | A |
| 29 | C |
| 30 | D |
| 31 | G |
| 32 | J |
| 33 | H |
| 34 | B |
| 35 | E |
| 36 | C |
| 37 | YES |
| 38 | NOT GIVEN |
| 39 | NO |
| 40 | NOT GIVEN |
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Cambridge Life Competencies: Critical Thinking
Life Competencies Experiences
Critical Thinking may seem like a tough topic to tackle, but most of the time we are analysing our every decision without even realising it! In this blog post, we discuss some aspects of Critical Thinking you can teach in your class. There are also three lesson plans for you to try.
Critical thinking is a key skill needed for everyday life. It should be applied to all aspects of a learner’s studies, no matter their age or ability. It’s a way of adding perspective, questioning intent and understanding ways of improving.
Take a minute to watch this short video. It will help you to understand what we mean by Critical Thinking from an educational aspect.
What aspects of Critical Thinking should I teach?
A good starting point in selecting an area of this competency to teach in your classes is the Critical Thinking Booklet from the Cambridge Life Competencies Framework . In this framework, we have found it useful to break Critical Thinking down into three core areas:
- Understanding and analysing ideas and arguments refers to a learner’s ability to identify and analyse information in order to recognise patterns and relationships. This helps students to gain a deeper understanding of ideas and arguments, as well as to interpret and draw inferences about the information they are presented with.
- Evaluating ideas and arguments is related to a learner’s ability to judge which arguments or ideas they can rely on and which they should be sceptical about. This includes evaluating evidence presented in an argument, as well as the argument’s overall logic. Mastering this competency helps learners draw appropriate conclusions and construct strong arguments themselves.
- Solving problems and making decisions involves many skills such as identifying and analysing problems, gathering appropriate information, evaluating a range of options, making decisions about which options to implement and finally, evaluating those decisions to further refine solutions.
How could I integrate these Critical Thinking skills into my classes?
There are many ways that you could integrate these aspects into your English classes. A great way to start is simply asking “why?” more often! Always seek to get your learners to analyse their reasoning for doing or saying something. Remember to keep it positive so it doesn’t sound like you are criticising your learners.
Or, it may be that you find opportunities for these in your courses already. An example of this is if your classes involve debates or reading activities that require an element of evaluation. You can also try these stand-alone lesson plan ideas developed by Dr Niall Curry. These are suitable for remote learning contexts but can easily be adapted for face-to-face contexts too.
Young learners: two truths, one lie
This activity works well when revising vocabulary. It’s also a really fun ice-breaker to use to encourage learners to work together again! Learners watch a video on a topic they have studied and must then decide which of a series of statements are true or false, justifying their decisions. Download the lesson plan
Teenage learners: self-evaluating Critical Thinking skills for reading
This is a nice activity for raising learners’ awareness of how critically they read. Having reflected on their Critical Thinking skills, they choose a text to read with a particular Critical Thinking skill in mind. Download the lesson plan
Adult learners: self-evaluating Critical Thinking skills for writing
Why not try this task the next time you would like to set your learners a writing task? Learners are challenged to tackle a specific area of Critical Thinking and apply it to their own writing.
Download the lesson plan
These lesson plans were developed by Dr Niall Curry. Niall is a Lecturer in Academic Writing at Coventry University. He teaches and researches in the fields of academic writing, applied linguistics, corpus linguistics and language education.
There are so many different views on which skills are important, and how to develop them. We realise it can become overwhelming and difficult to understand what they mean for teachers. By providing a map of some of the most important life skills, the Cambridge Life Competencies Framework allows you to gain a deeper understanding of what each of the competencies involve, and allows you to integrate them more systematically into your teaching.
If you enjoyed this post, why not take a look back at the last post of this series, Cambridge Life Competencies: Learning to Learn ?
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Children’s thinking reading questions and answers.
Stay informed and prepared for success – Explore our comprehensive Reading Test Info page to get valuable insights, exam format details, and expert tips for mastering the IELTS Reading section .
IELTS Reading passage – Children’s Thinking
O ne of the most eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two ‘behaviour segments’ in some novel way, never actually performed before, so as to reach a goal.
T he mystery at first appears to deepen when we learn, from another psychologist, Michael Cole, and his colleagues, that adults in an African culture apparently cannot do the Kendlers’ task either. But it lessens, on the other hand, when we learn that a task was devised which was strictly analogous to the Kendlers’ one but much easier for the African males to handle.
H ewson made two crucial changes. First, he replaced the button-pressing mechanism in the side panels by drawers in these panels which the child could open and shut. This took away the mystery from the first stage of training. Then he helped the child to understand that there was no ‘magic’ about the specific marble which, during the second stage of training, the experimenter handed to him so that he could pop it in the hole and get the reward.
W e may conclude, then, that children experience very real difficulty when faced with the Kendler apparatus; but this difficulty cannot be taken as proof that they are incapable of deductive reasoning.
Classify the following descriptions as a referring….
C lark H ull CH H oward and T racy K endler HTK M icheal C ole and c olleagues MC
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IELTS Academic Reading Sample 42 - Children's Thinking
Ielts academic reading passage - children's thinking, children's thinking.
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Home / IELTS Reading Practice Tests / IELTS Reading Practice Test 4 / Page 2
IELTS Reading Practice Test 4
Is it any wonder that there are teacher shortages? Daily, the press carries reports of schools going on four-day weeks simply because they cannot recruit enough teachers. But why? There is no straightforward answer. For a start, fewer students are entering teacher-training courses when they leave school. But can you blame young people after the barracking faced by the teaching profession in the UK over the last decade? The attack, relentless in the extreme, has been on several fronts. Government inspectors, by accident or design, have been feeding the media a constant stream of negative information about the teaching establishments in this country. Teachers also come in for a lot of flak from politicians. And the government wonders why there are problems in schools.
The government’s obvious contempt for the teaching profession was recently revealed by one of the most powerful people in government when she referred to schools as ‘bog standard comprehensives’. Hardly the sort of comment to inspire parents or careers advisers seeking to direct young people’s future. Would you want to spend your working life in a dead-end profession? The government doesn’t seem to want you to either.
On the administrative side, most teachers are weighed down by an increasing flow of bureaucracy. Cynicism would have me believe that this stops teachers from fomenting dissent as they are worn out by useless administrative exercises. Most teachers must then also be cynics!
Teacher bashing has, unfortunately, spread to youngsters in schools as the recent catalogue of physical attacks on teachers will testify. If grown-ups have no respect for the teaching profession, young people can hardly be expected to think any differently. The circle is then squared when, as well as experienced, competent teachers being driven out of the profession by the increased pressure and stress; fewer students are applying for teacher-training courses.
Increased salaries are certainly welcome, but they are not the complete answer to a sector in crisis. Addressing the standing of the profession in the eyes of the public is crucial to encourage experienced teachers to remain in the classroom and to make it an attractive career option for potential teachers once again. It might also be a good idea for the relevant ministers to go on a fact-finding mission and find out from teachers in schools, rather than relying overmuch on advisers, as to what changes could be brought about to improve the quality of the education service. Initiatives in the educational field surprisingly come from either politicians who know little about classroom practice or educational theorists who know even less, but are more dangerous because they work in the rarefied air of universities largely ignorant of classroom practice.
Making sure that nobody without recent classroom experience is employed as a teacher-trainer at any tertiary institution would further enhance the teaching profession. If someone does not have practical experience in the classroom, they cannot in all seriousness propound theories about it. Instead of being given sabbaticals to write books or papers, lecturers in teacher-training establishments should be made to spend a year at the blackboard or, these days, the whiteboard. This would give them practical insights into current classroom practice. Student teachers could then be given the chance to come and watch the specialists in the classroom: a much more worthwhile experience than the latter sitting thinking up ideas far removed from the classroom. Then we would have fewer initiatives like the recent government proposal to teach thinking in school. Prima facie , this is a laudable recommendation. But, as any practising teacher will tell you, this is done in every class. Perhaps someone needs to point out to the academic who thought up the scheme that the wheel has been around for some time.
In the educational field, there is surprisingly constant tension between the educational theorists and government officials on the one hand, who would like to see teachers marching in unison to some greater Utopian abstraction and, on the other, practising teachers. Any experienced classroom practitioner knows that the series of initiatives on teaching and learning that successive governments have tried to foist on schools and colleges do not work.
Questions 16-22 Complete the summary below of the first four paragraphs of Reading Passage 2. Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 16-22 on your answer sheet.
Is it surprising that there is a 16 of teachers? Schools do not have enough teachers, but what are the reasons for this? To begin with, fewer students are going into 17 after finishing school. But this is not young people’s fault. The 18 of teaching has been under constant attack over the last ten years. The government’s lack of respect for the profession is 19 . Moreover, administratively, the flow of bureaucracy is 20 . Even pupils in schools have no respect for those who teach them, as a 21 series of assaults on teachers shows. The growing strain and stress means that, as well as fewer applications for teacher-training courses, teachers who have experience and are 22 are also being driven out.
Questions 23-29 In boxes 23-29 on your answer sheet, write
YES if the statement agrees with 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
23 More students are entering teacher-training courses. Yes No Not given 24 The government is right to be surprised that there are problems in schools. Yes No Not given 25 Teachers are too weighed down by administrative duties to stir up trouble. Yes No Not given 26 All teachers are cynics. Yes No Not given 27 Politicians are not as dangerous as educational theorists, who know even less than the former about educational theory. Yes No Not given 28 Any experienced classroom practitioner knows that the initiatives on teaching and learning that governments have tried to impose on schools do not work. Yes No Not given 29 The government’s attitude with regard to teachers is of great interest to the general public. Yes No Not given
Question 30 Choose the appropriate letter A-D and write it in box 30 on your answer sheet.
Which one of the following is the most suitable title for the passage? A Politicians and teachers B A profession undervalued C Recruitment difficulties in the teaching profession D Teacher-training needs improvement
For this task: Answers with explanations :: Vocabulary
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IELTS Academic Reading Test 3. Section 1
This is IELTS Academic Reading practice test #3 . The reading test contains 3 sections. Now you're on the page with section 1 . Read the text, answer all the questions and click "check" to see your mistakes. After that, you can proceed to the next section.
You should spend about 20 minutes on Questions 1–14 , which are based on Reading Passage 1 below.
The students’ problem
(A) The college and university accommodation crisis in Ireland has become ‘so chronic’ that students are being forced to sleep rough, share a bed with strangers – or give up on studying altogether.
(B) The deputy president of the Union of Students in Ireland, Kevin Donoghue, said the problem has become particularly acute in Dublin. He told the Irish Mirror: “Students are so desperate, they’re not just paying through the nose to share rooms – they’re paying to share a bed with complete strangers. It reached crisis point last year and it’s only getting worse. “We’ve heard of students sleeping rough; on sofas, floors and in their cars and I have to stress there’s no student in the country that hasn’t been touched by this crisis. “Commutes – which would once have been considered ridiculous – are now normal, whether that’s by bus, train or car and those who drive often end up sleeping in their car if they’ve an early start the next morning.”
(C) Worry is increasing over the problems facing Ireland's 200,000 students as the number increases over the next 15 years. With 165,000 full-time students in Ireland – and that figure expected to increase to around 200,000 within the next 15 years –fears remain that there aren’t enough properties to accommodate current numbers.
(D) Mr. Donoghue added: “The lack of places to live is actually forcing school-leavers out of college altogether. Either they don’t go in the first place or end up having to drop out because they can’t get a room and commuting is just too expensive, stressful and difficult.”
(E) Claims have emerged from the country that some students have been forced to sleep in cars, or out on the streets, because of the enormous increases to rent in the capital. Those who have been lucky enough to find a place to live have had to do so ‘blind’ by paying for accommodation, months in advance, they haven’t even seen just so they will have a roof over their head over the coming year.
(F) According to the Irish Independent, it’s the ‘Google effect’ which is to blame. As Google and other blue-chip companies open offices in and around Dublin’s docklands area, which are ‘on the doorstep of the city’, international professionals have been flocking to the area which will boast 2,600 more apartments, on 50 acres of undeveloped land, over the next three to 10 years.
(G) Rent in the area soared by 15 per cent last year and a two-bedroom apartment overlooking the Grand Canal costs €2,100 (£1,500) per month to rent. Another two-bedroom apartment at Hanover Dock costs €2,350 (almost £1,700) with a three-bedroom penthouse – measuring some 136 square metres – sits at €4,500 (£3,200) per month in rent.
(H) Ireland’s Higher Education Authority admitted this was the first time they had seen circumstances ‘so extreme’ and the Fianna Fáil party leader, Michael Martin, urged on the Government to intervene. He said: “It is very worrying that all of the progress in opening up access to higher education in the last decade – particularly for the working poor – is being derailed because of an entirely foreseeable accommodation crisis.
Questions 1-8
Reading Passage 1 has eight paragraphs, A–H.
Choose the most suitable paragraph headings from the list of headings and write the correct letter, A–H , in boxes 1–8 on your answer sheet.
1. Cons of the commuting
2. Thing that students have to go through
3. Commutes have become common in Ireland nowadays
4. Danger of the overflow
5. Cause of the problems
6. Pricing data
7. Regression
8. Eyeless choice
Questions 9–14
In boxes 9–14 on your answer sheet, write
9. The accommodation problem in Ireland is especially bad in Dublin. TRUE FALSE NOT GIVEN
10. Commutes are considered ridiculous. TRUE FALSE NOT GIVEN
11. The number of students in Ireland is not likely to increase in the future. TRUE FALSE NOT GIVEN
12. Due to the opening of the new offices around Dublin, the number of local restaurants will go up significantly over the next 3 to 10 years. TRUE FALSE NOT GIVEN
13. The rent price went up by 15% last year. TRUE FALSE NOT GIVEN
14. Michael Martin stated that crisis could have been omitted if the government reacted properly. TRUE FALSE NOT GIVEN
Each question correctly answered scores 1 mark. Correct spelling is needed in all answers.
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Cambridge ielts reading with explanations
1. Creativity
Question: “building a ‘magical kingdom’ may help develop 1 …………………”
– building a ‘magical kingdom’ = this fantasy
– develop = take her first steps towards
– The phrase “magical kingdom” is put in the double quotes, implying it is emphasized as a phrase used in the text. As we can easily locate the phrase in the first sentence of the passage, we should pay attention to the first paragraph. What we need to focus on now is what the fantasy of building a magical kingdom can help develop, referring to its benefits in the future. The answer should be mentioned in the next sentences, after describing what building a magical kingdom is like. In those sentences, “take first steps towards her capacity” can be understood as “develop”, and it refers to “creativity”.
Question: board games involve 2 ………………. and turn-taking
Keywords: board games, turn-taking = takes turn
– We have to find information referring to board games. It is in the last sentence of paragraph 2 (we use scanning skills to find the word “board game” in the passage): “When they tire of this and settle down with a board game, she’s learning how to follow the rules and take turns with a partner”. So with board games, a child can learn to “follow the rules” and “take turns” (it means “turn-taking”, which is mentioned already as one of the two things involved). As the word needed should be a noun (after “involve”) and the task asks for one word only, it must be “rules”.
Question: Recent changes affecting children’s play: populations of 3 ………………. have grown.
– Recent changes = in changing times
– Populations = the people in the world
– have grown = over half
– Remember that question 3 belongs to the section “Recent changes affecting children‟s play”, so we should focus on the part of the passage where the author mentions “changes”, which is paragraph 5. Here, the author refers to “changing times”. “Population” means “the number of people or a species living in a certain area”. The word needed here should be a noun referring to a place or a species. In paragraph 5, the writer confirms that “over half of people in the world now live in cities”, implying the number of people living in cities has increased/ grown compared to the past.
Question: opportunities for free play are limited due to fear of 4 ………………..
– opportunities for free play = outdoor play
– limited = curtailed
– fear = perceptions of risk
Question : fear of 5 ………………
Keywords : fear = wish to protect their children from being the victims of crime
6. competition
Question : increased 6 ……………. in schools
– increased = greater
– in schools = in academic learning and schools
– The author mentions “Opportunities for free play” by saying that they “are becoming increasingly scarce” and “outdoor play is curtailed” in the second and third sentence in paragraph 5. “Curtail” means to reduce something with the result that we can no longer continue to do it. So we can assume it is replaced by the word “limited” here. Therefore, we should focus on those sentences to find the reasons for that. Reasons which are listed include “perception of risk to do with traffic”, “parents wish to protect their children from being victims of crime” and “greater competition in academic learning and schools”. “Perception of risk” and “wish to protect their children from something” should be considered as fears. Therefore, “traffic” and “crime” are the answers for Question 4 and 5 (One word only and it should be a noun – after preposition “of”). The third reason mentioned is “greater competition” in schools and “greater” can be understood as “increased”, so the answer for Question 6 is “competition”
7. evidence
Question : it is difficult to find 7 ……………… to support new policies
– difficult to find = lack
– support new policies = base policies on
– New policies are mentioned in paragraph 6, so we should pay attention here. As the word “difficult” is mentioned, we need to look for difficulties or disadvantages of supporting new policies. At first, the author mentions all the advantages, then he uses “but”, implying an added statement, usually something different from what he said before, so we can assume the next statement will be a disadvantage so we should focus here. “But what we often lack is the evidence to base policies on”. The phrase “to base policies on” can be considered as “to support new policies”, and “what they lack” means “it is difficult to find”, so the answer is “evidence”.
Question : research needs to study the impact of play on the rest of the child’s 8 …………….
– research need to study = very little data on
– the rest of = later
– As the word needed is put behind a possessive adjective (child’s), we need to look for a noun referring to the child. Paragraph 7 talks about the long – term impact of play. In the last sentence, the author explains that “long-term impact of play” means “the impact of play on the child’s later life” while “later” refers to “the rest”. Therefore, what is needed to fill in the blank here is “life”.
Question : Children with good self-control are known to be likely to do well at school later on.
– Children with good self-control = the ability to self-regulate.
– are know to be likely = has been shown to be.
– to do well = a key predictor.
– school = academic performance.
Explain : Find the paragraph beginning: “In a study carried out by Baker….” This was a study of very young pre-school children. The study found that “children with greater self-control solved problems more quickly..” According to the next paragraph, play is therefore very significant for education, “because the ability to self-regulate (= to control oneself) has been shown to be a key predictor of academic performance”. So, developing good self-control through play means that children are likely to do well academically in school later on
Question : The way a child plays may provide information about possible medical problems.
– The way a child play = playful behaviour
– provide information = give us important clues
– possible medical problems = their wellbeing; the diagnosis of…
– Find the paragraph beginning: “Gibson adds…” This is about the way that children play or, in other words, “playful behaviour”. We are told that this can indicate the healthy social and emotional development of children. Observing how children play “can give us important clues (= provide information) about their well-being and can even be useful in the diagnosis of neurodevelopmental disorders like autism”. Autism is an example of a medical problem. Therefore, a child’s behaviour during play may give information to help identify medical problems.
11. Not given
Question : Playing with dolls was found to benefit girls’ writing more than boys’ writing.
Keywords : dolls, benefit, writing
Explain : Find the paragraph beginning: “Whitebread’s recent research…” This is about using play to support children’s writing, because “Children wrote longer and better-structured stories when they first played with dolls representing characters in the story”. So, playing with dolls benefits the writing of children in general, but we are not told if this benefits girls more than boys.
Question: Children had problems thinking up ideas when they first created the story with Lego.
– had problems = didn’t know
– thinking up ideas/ created the story = know what to write about
Explain: In the same paragraph, we find the key words: “In the latest study, children first created their story with Lego with similar results. Many teachers commented that they had always previously had children saying they didn’t know what to write about. With the Lego building, however, not a single child said this….” So, using Lego to think up ideas (= create their story), children then had no problems with ideas for their stories.
Question : People nowadays regard children’s play as less significant than they did in the past.
– children’s play = play
– significant = importance
– less = has been lost
Explain : We find the answer in the last paragraph: “Somehow the importance of play has been lost in recent decades. It’s regarded as something trivial, or even as something negative that contrasts with work.” In recent decades, attitudes to play have, therefore, changed. It is now considered to be something unimportant or even negative. In contrast, people in the past thought that it was more important.
THE IMPORTANCE OF CHILDREN’S PLAY
Brick by brick, six-year-old Alice is building a magical kingdom. Imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she’s creating an enchanting world. Although she isn’t aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life (Q1).
Minutes later, Alice has abandoned the kingdom in favour of playing schools with her younger brother. When she bosses him around as his ‘teacher’, she’s practising how to regulate her emotions through pretence. Later on, when they tire of this and settle down with a board game, she’s learning about the need to follow rules and take turns with a partner (Q2) .
‘Play in all its rich variety is one of the highest achievements of the human species,’ says Dr David Whitebread from the Faculty of Education at the University of Cambridge, UK. ‘It underpins how we develop as intellectual, problem-solving adults and is crucial to our success as a highly adaptable species.’
Recognizing the importance of play is not new: over two millennia ago, the Greek philosopher Plato extolled its virtues as a means of developing skills for adult life, and ideas about play-based learning have been developing since the 19th century.
But we live in changing times, and Whitebread is mindful of a worldwide decline in play, pointing out that over half the people in the world now live in cities (Q3). ‘The opportunities for free play, which I experienced almost every day of my childhood, are becoming increasingly scarce,’ he says. Outdoor play is curtailed by perceptions of risk to do with traffic (Q4), as well as parents’ increased wish to protect their children from being the victims of crime (Q5) , and by the emphasis on ‘earlier is better’ which is leading to greater competition in academic learning and schools (Q6).
International bodies like the United Nations and the European Union have begun to develop policies concerned with children’s right to play, and to consider implications for leisure facilities and educational programmes. But what they often lack is the evidence to base policies on (Q7) .
‘The type of play we are interested in is child-initiated, spontaneous and unpredictable – but, as soon as you ask a five-year-old “to play”, then you as the researcher have intervened,’ explains Dr Sara Baker. ‘And we want to know what the long-term impact of play is. It’s a real challenge.’
Dr Jenny Gibson agrees, pointing out that although some of the steps in the puzzle of how and why play is important have been looked at, there is very little data on the impact it has on the child’s later life (Q8) .
Now, thanks to the university’s new Centre for Research on Play in Education, Development and Learning (PEDAL), Whitebread, Baker, Gibson and a team of researchers hope to provide evidence on the role played by play in how a child develops.
‘A strong possibility is that play supports the early development of children’s self-control,’ explains Baker. ‘This is our ability to develop awareness of our own thinking progresses – it influences how effectively we go about undertaking challenging activities.’
In a study carried out by Baker with toddlers and young pre-schoolers, she found that children with greater self-control solved problems more quickly when exploring an unfamiliar set-up requiring scientific reasoning. ‘This sort of evidence makes up think that giving children the chance to play will make them more successful problem-solvers in the long run.’
If playful experiences do facilitate this aspect of development, say the researchers, it could be extremely significant for educational practices, because the ability to self-regulate has been shown to be a key predictor of academic performance (Q9) .
Gibson adds: ‘Playful behavior is also an important indicator of healthy social and emotional development. In my previous research, I investigated how observing children at play can give us important clues about their well-being and can even be useful in the diagnosis of neurodevelopmental disorders like autism.’ (Q10)
Whitebread’s recent research has involved developing a play-based approach to supporting children’s writing. ‘Many primary school children find writing difficult, but we showed in a previous study that a playful stimulus was far more effective than an instructional one.’ Children wrote longer and better-structured stories when they first played with dolls representing characters in the story (Q11) . In the latest study, children first created their story with Lego*, with similar results. ‘Many teachers commented that they had always previously had children saying they didn’t know what to write about. With the Lego building, however, not a single child said this through the whole year of the project.’ (Q12)
Whitebread, who directs PEDAL, trained as a primary school teacher in the early 1970s, when, as he describes, ‘the teaching of young children was largely a quiet backwater, untroubled by any serious intellectual debate or controversy.’ Now, the landscape is very different, with hotly debated topics such as school starting age.
‘Somehow the importance of play has been lost in recent decades (Q13). It’s regarded as something trivial, or even as something negative that contrasts with “work”. Let’s not lose sight of its benefits, and the fundamental contributions it makes to human achievements in the arts, sciences and technology. Let’s make sure children have a rich diet of play experiences.’
———————————- * Lego: coloured plastic building blocks and other pieces that can be joined together
Question : a description of how people misused a bike-sharing scheme.
Keywords : people, misused, bike-sharing, scheme
Explain : Paragraph E states that: “The system was prone to vandalism and theft”. This means that people damaged and stole bikes from the scheme, thus both can be called actions of misusing the scheme. Therefore, the answer is E.
Question : an explanation of why a proposed bike-sharing scheme was turned down.
Keywords : explanation, proposed, bike-sharing scheme, turned down
– Paragraph C states that: “the council unanimously rejected the plan”.
– Turn down = rejected, Scheme = plan
– The author further explains that the council turned down the plan because they believed bikes were a thing of the past. Thus, paragraph C gives an explanation of why a proposed bike-sharing scheme was turned down.
Question : a reference to a person being unable to profit from their work
Keywords : reference, person, unable, work, profit = benefit
Explain : We can find information relating to profit in both paragraphs E and F. In paragraph E, we know that the chip card wasn’t profitable, but it is irrelevant to, a person being unable to profit from their work. In paragraph F, however, we know that Schimmelpennink financially “didn’t really benefit from it” (it refers to his bike-sharing programme). Thus, Schimmelpennink didn’t profit from his work.
Question : an explanation of the potential savings a bike-sharing scheme would bring
Keywords : explanation, potential, savings, bike-sharing scheme
Explain : Schimmelpennink stated in paragraph C that his bike-sharing scheme “would cost the municipality only 10% of what it contributed to public transport per person per kilometre”. This suggests that the benefits of the scheme were much greater than the cost, hence it would save a lot of resources. This can be considered “the potential savings” of this scheme. Therefore, the answer is C.
Question : a reference to the problems a bike-sharing scheme was intended to solve.
Keywords : reference, bike-sharing scheme, intended, solve, problems = threats
Explain : The purposes of a bike-sharing scheme are mentioned in paragraph A: “the scheme…was an answer to the perceived threats of air pollution and consumerism”. Hence, air pollution and consumerism are two problems that the scheme was intended to solve.
Question : Which TWO of the following statements are made in the text about the Amsterdam bike-sharing scheme of 1999?
D It was made possible by a change in people’s attitudes.
Keywords : two, statements, Amsterdam, bike-sharing, scheme, 1999
B It failed when a partner in the scheme withdrew support.
– withdrew support = has lost interest
– partner = business partner
Explain 19, 20 :
– While there are a few mentions of the Amsterdam bike-sharing scheme in the text, we need to find information about the 1999 scheme, not the initial one. We can find this in paragraph D onwards.
– Schimmelpennink and his scheme “succeeded in arousing the interest of the Dutch Ministry of Transport”, so A is incorrect.
– Schimmelpennink said “times had changed”, referring to people’s change in attitudes towards the environment. This, combined with the success of the Danish bike-sharing scheme, led to the introduction of the new Amsterdam scheme in 1999. In other words, it was made possible by a change in people’s attitudes. Thus, D is one correct answer.
– Paragraph E mentions several problems faced by the scheme: vandalism, theft, and most importantly, Postbank’s withdrawal from the scheme. We know this because: “Postbank decided to abolish the chip card” and “the business partner had lost interest”. This was “the biggest blow” to the scheme, and the scheme could not continue. Therefore, B is correct.
Question : Which TWO of the following statements are made in the text about Amsterdam today?
E The city has a reputation as a place that welcomes cyclists.
Keywords : two, statements, Amsterdam, today
D A bike-sharing scheme would benefit residents who use public transport.
Keywords: residents who use public transport = people who travel on the underground.
Explain 21-22 :
– We can easily find the phrase, Amsterdam today at the beginning of paragraph G.
– “38% of all trips are made by bike”, but we cannot be sure that more trips in the city are made by bike than by any other form of transport, so C is incorrect.
– “it is regarded as one of the two most cycle-friendly capitals in the world”, which means Amsterdam is known as a place that welcomes cyclists. Thus, E is correct.
– Schimmelpennick also mentions the need for a bike-sharing scheme in Amsterdam today because “people who travel on the underground don’t carry their bike around. But often they need additional transport to reach their final destination”. People using the underground are, residents who use public transport, and they would benefit from the scheme. Thus, D is correct.
23. Activists
Question : The first bike-sharing scheme was the idea of the Dutch group Provo. The people who belonged to this group were 23……………
– was the idea of = came up with the idea
– the Dutch group = a group of Dutch
– “This group” refers to the Dutch group, Provo. We can find information about Provo in paragraph A. Here, it is stated that Provo “was a group of Dutch activists”, so “activists” is the answer.
24. Consumerism
Question: They were concerned about damage to the environment and about 24…………….
Keywords : damage to environment = perceived threats of air pollution
– Provo activists believed that the scheme would help to deal with air pollution and consumerism. This means that they are concerned about these two problems, and suggested a solution. Because air pollution can be understood as damage to the environment, the missing word in the blank is consumerism.
25. Leaflets
Question : As well as painting some bikes white, they handed out 25……………… that condemned the use of cars.
– handed out = distributed
– condemned = describing
– the use of cars = the dangers of cars
– The word “condemn” means “disapprove”. It is stated that Provo activists “distributed leaflets describing the dangers of cars”, meaning these leaflets disapproved (or condemned) the use of cars.
Question : However, the scheme was not a great success: almost as quickly as Provo left the bikes around the city, the 26…………….. took them away.
– as quickly as = as soon as
– took away = remove
– left the bikes around the city = the white bikes were distributed around the city
– Need N: the + N
– Paragraph B describes the scheme’s problems, one of which is that the police removed the bikes “as soon as the white bikes were distributed around the city”. Therefore, it is clear that the answer is “police”.
The growth of bike-sharing schemes around the world
How Dutch engineer Luud Schimmelpennink helped to devise urban bike-sharing schemes
The original idea for an urban bike-sharing scheme dates back to a summer’s day in Amsterdam in 1965. Provo, the organization that came up with the idea, was a group of Dutch activists who wanted to change society (Q23) . They believed the scheme, which was known as the Witte Fietsenplan, was an answer to the perceived threats of air pollution and consumerism (Q18, Q24) . In the centre of Amsterdam, they painted a small number of used bikes white. They also distributed leaflets describing the dangers of cars and inviting people to use the white bikes (Q25) . The bikes were then left unlocked at various locations around the city, to be used by anyone in need of transport.
Luud Schimmelpennink, a Dutch industrial engineer who still lives and cycles in Amsterdam, was heavily involved in the original scheme. He recalls how the scheme succeeded in attracting a great deal of attention – particularly when it came to publicising Provo’s aims – but struggled to get off the ground. The police were opposed to Provo’s initiatives and almost as soon as the white bikes were distributed around the city, they removed them (Q26) . However, for Schimmelpennink and for bike-sharing schemes in general, this was just the beginning. ‘The first Witte Fietsenplan was just a symbolic thing,’ he says. ‘We painted a few bikes white, that was all. Things got more serious when I became a member of the Amsterdam city council two years later.’
Schimmelpennink seized this opportunity to present a more elaborate Witte Fietsenplan to the city council. ‘My idea was that the municipality of Amsterdam would distribute 10,000 white bikes over the city, for everyone to use,’ he explains. ‘I made serious calculations. It turned out that a white bicycle – per person, per kilometer – would cost the municipality only 10% of what it contributed to public transport per person per kilometer.’ (Q17) Nevertheless, the council unanimously rejected the plan. ‘They said that the bicycle belongs to the past. They saw a glorious future for the car,’(Q15) says Schimmelpennink. But he was not in the least discouraged.
Schimmelpennink never stopped believing in bike-sharing, and in the mid-90s, two Danes asked for his help to set up a system in Copenhagen. The result was the world’s first large-scale bike-share programme. It worked on a deposit: ‘You dropped a coin in the bike and when you returned it, you got your money back.’ After setting up the Danish system, Schimmelpennink decided to try his luck again in the Netherlands – and this time he succeeded in arousing the interest of the Dutch Ministry of Transport. ‘Times had changed,’ he recalls. ‘People had become more environmentally conscious, and the Danish experiment had proved that bike-sharing was a real possibility.’ (Q19) A new Witte Fietsenplan was launched in 1999 in Amsterdam. However, riding a white bike was no longer free; it cost one guilder per trip and payment was made with a chip card developed by the Dutch bank Postbank. Schimmelpennink designed conspicuous, sturdy white bikes locked in special racks which could be opened with the chip card – the plan started with 250 bikes, distributed over five stations.
Theo Molenaar, who was a system designer for the project, worked alongside Schimmelpennink. ‘I remember when we were testing the bike racks, he announced that he had already designed better ones. But of course, we had to go through with the ones we had.’ The system, however, was prone to vandalism and theft. ‘After every weekend there would always be a couple of bikes missing,’ (Q14) Molenaar says. ‘I really have no idea what people did with them, because they could instantly be recognised as white bikes.’ But the biggest blow came when Postbank decided to abolish the chip card, because it wasn’t profitable. ‘That chip card was pivotal to the system,’ Molenaar says. ‘To continue the project we would have needed to set up another system, but the business partner had lost interest.’ (Q20)
Schimmelpennink was disappointed, but – characteristically – not for long. In 2002 he got a call from the French advertising corporation JC Decaux, who wanted to set up his bike-sharing scheme in Vienna. ‘That went really well. After Vienna, they set up a system in Lyon. Then in 2007, Paris followed. That was a decisive moment in the history of bike-sharing.’ The huge and unexpected success of the Parisian bike-sharing programme, which now boasts more than 20,000 bicycles, inspired cities all over the world to set up their own schemes, all modelled on Schimmelpennink’s. ‘It’s wonderful that this happened,’ he says. ‘But financially I didn’t really benefit from it, because I never filed for a patent.’(Q16)
In Amsterdam today, 38% of all trips are made by bike and, along with Copenhagen, it is regarded as one of the two most cycle-friendly capitals in the world – but the city never got another Witte Fietsenplan (Q21) . Molenaar believes this may be because everybody in Amsterdam already has a bike. Schimmelpennink, however, cannot see that this changes Amsterdam’s need for a bike-sharing scheme. ‘People who travel on the underground don’t carry their bikes around. But often they need additional transport to reach their final destination.’ (Q22) Although he thinks it is strange that a city like Amsterdam does not have a successful bike-sharing scheme, he is optimistic about the future. ‘In the ‘60s we didn’t stand a chance because people were prepared to give their lives to keep cars in the city. But that mentality has totally changed. Today everybody longs for cities that are not dominated by cars.’
Question : Hotel managers need to know what would encourage good staff to remain.
Keywords : hotel managers, encourage good staff to remain
– to know = to understand
– encourage good staff to remain = increase employee satisfaction and retention
Explain : Paragraph 8 refers to the practices that hotel management must develop “to inspire and retain competent employees”. The last sentence of paragraph 8 states that “it is beneficial for hotel managers to understand what practices are most favourable to increase employee satisfaction and retention”. To increase employee retention means to encourage employees to remain. This is the statement of Enz and Siguaw (2000), so the answer is E.
Question : The actions of managers may make staff feel they shouldn’t move to a different employer.
– the actions of managers = provide recognitions + motivate employees + remove obstacles
– they shouldn’t move = more obligated to stay with the company
Explain : According to Ng and Sorensen in paragraph 5: “employees feel more obligated to stay with the company” if the manager does certain things, such as: providing recognition, motivating group work, and removing obstacles. These are “actions of managers”, and these actions make employees feel that they should stay with the company and shouldn’t move to another employer. So D is the correct answer.
Question : Little is done in the hospitality industry to help workers improve their skills.
– help workers improve their skills = enables developing and drawing out the full potential of people
– little is done = does not appear to be designed to
Question : Staff are less likely to change jobs if cooperation is encouraged.
– are less likely to change jobs = more obligated to stay
– cooperation = employees to work together
– is encouraged = motivate
Explain : As we have learned in question 28, Ng and Sorensen suggest in paragraph 5 that motivating employees to work together, as well as other actions, is a way to keep staff from changing jobs.
Question : Dissatisfaction with pay is not the only reason why hospitality workers change jobs.
– Among the many cited reasons = not the only reason
– Low compensation = dissatisfaction with pay
– Change jobs = employee turnover
Explain : In the last sentence of paragraph 4, the author cited Madouras et al. to mention several reasons which result in high employee turnover in hospitality industry. These reasons include “low compensation”, or in other words, low pay. High employee turnover means that a high percentage of workers leave the company and are replaced by new employees. Thus, it can be understood that dissatisfaction with low pay is, along with other reasons, why hospitality workers change jobs frequently. The answer is C.
Question : One reason for high staff turnover in the hospitality industry is poor morale.
– One reason = Among many cited reason
– poor morale = compromised employee morale and attitudes
Explain : Paragraph 4 refers to “high employee turnover” in the hospitality industry. As we know from question 31, “compromised employee morale” is given in paragraph 4 as one reason for high employee turnover in the hospitality industry. The word “compromised” here suggests that employees are not very motivated to do their work, so we can also call it “poor morale”. The correct answer is YES.
Question : Research has shown that staff have a tendency to dislike their workplace.
– staff = employees
– their workplace = many aspects of their work
– Tendency = predisposition
– Dislike = view negatively
– Workplace = work environment
According to Spector et al in paragraph 6, “no evidence exists to support this hypothesis”. The said hypothesis is that employees have “a predisposition to view their work environment negatively”. In other words, employees have a tendency to dislike their workplace. Because there is no evidence, it cannot be said that this hypothesis is shown or proven by research. The answer is, therefore, NO.
Question : An improvement in working conditions and job security makes staff satisfied with their jobs.
– improvement in working conditions and job security
– just fulfilling these needs
Explain : We can find information relating to “working conditions and job security” in paragraph 9. According to Herzberg, when these are not good, employees may be dissatisfied. However, fulfilling factors like working conditions and job security alone “does not result in satisfaction” so the statement contradicts the writer’s claims.
35. Not given
Question : Staff should be allowed to choose when they take breaks during the working day.
Keywords : take breaks = allowing adequate breaks
Explain : In the last paragraph, it is stated that “allowing adequate breaks during the working day” is a way to retain good staff. However, this does not mean that staff should be allowed to choose when they take breaks. The statement is therefore NOT GIVEN.
36. Restaurants
Question : Tews, Michel and Stafford carried out research on staff in an American chain of 36……………
– carried out = conducted
– research = a study
– American = the United States
– Using the skim and scan skill, we can locate the information about Tews, Michael and Stafford’s study in paragraph 11. The study (research) focused on “staff from a chain of themed restaurants in the United States”. Thus, the answer is clearly “restaurants”
37. Performance
Question : They discovered that activities designed for staff to have fun improved their 37………………
– They discovered that = it was found that
– activities designed for staff = activities
– improved = has a favorable impact on
– Continue to read paragraph 11. According to these researchers, “It was found that fun activities had a favourable impact on performace”, meaning that fun activities improved staff performance. The answer for question 37 is “performance”. Next, “manager support for fun had a favourable impact in reducing turnover”. In this context, “manager support for fun” can be paraphrased into “manager involvement”. Thus, the answer for question 38 is “turnover”.
38. Turnover
Question : and that management involvement led to lower staff 38……………..
– management involvement = manager support for the fun
– led to = had as favorable impact in
– lower = reducing
39. Goals & 40. Characteristics
Question : They also found that the activities needed to fit with both the company’s 39…………… and the 40……………. of the staff.
– needed to fit with = must be carefully aligned with
– company’s = organizational
– on the staff = employee
Explain : Continuing to read paragraph 11, according to Tews, Michel and Stafford, the “framing of that fun” must be aligned with two things: organizational goals (paraphrased into company‟s goals) and employee characteristics. Thus, it is clear that the correct answers are “goals” and “characteristics”, respectively.
Motivational factors and the hospitality industry
A critical ingredient in the success of hotels is developing and maintaining superior performance from their employees. How is that accomplished? What Human Resource Management (HRM) practices should organizations invest in to acquire and retain great employees?
Some hotels aim to provide superior working conditions for their employees. The idea originated from workplaces – usually in the non-service sector – that emphasized fun and enjoyment as part of work-life balance. By contrast, the service sector, and more specifically hotels, has traditionally not extended these practices to address basic employee needs, such as good working conditions.
Pfeffer (1994) emphasizes that in order to succeed in a global business environment, organizations must make investment in Human Resource Management (HRM) to allow them to acquire employees who possess better skills and capabilities than their competitors. This investment will be to their competitive advantage. Despite this recognition of the importance of employee development, the hospitality industry has historically been dominated by underdeveloped HR practices (Lucas, 2002).
Lucas also points out that ‘the substance of HRM practices does not appear to be designed to foster constructive relations with employees or to represent a managerial approach that enables developing and drawing out the full potential of people, even though Q33 employees may be broadly satisfied with many aspects of their work’ (Lucas, 2002) (Q29 Q33). In addition, or maybe as a result, high employee turnover has been a recurring problem throughout the hospitality industry. Among the many cited reasons are low compensation, inadequate benefits, poor working conditions and compromised employee morale and attitudes (Maroudas et al., 2008) (Q31 Q32).
Ng and Sorensen (2008) demonstrated that when managers provide recognition to employees, motivate employees to work together, and remove obstacles preventing effective performance, employees feel more obligated to stay with the company (Q28 Q30) . This was succinctly summarized by Michel et al. (2013): ‘[P]roviding support to employees gives them the confidence to perform their jobs better and the motivation to stay with the organization.’ Hospitality organizations can therefore enhance employee motivation and retention through the development and improvement of their working conditions. These conditions are inherently linked to the working environment.
While it seems likely that employees’ reactions to their job characteristics could be affected by a predisposition to view their work environment negatively, no evidence exists to support this hypothesis (Spector et al., 2000). However, given the opportunity, many people will find something to complain about in relation to their workplace (Poulston, 2009). There is a strong link between the perceptions of employees and particular factors of their work environment that are separate from the work itself, including company policies, salary and vacations.
Such conditions are particularly troubling for the luxury hotel market, where high-quality service, requiring a sophisticated approach to HRM, is recognized as a critical source of competitive advantage (Maroudas et al., 2008). In a real sense, the services of hotel employees represent their industry (Schneider and Bowen, 1993). This representation has commonly been limited to guest experiences. This suggests that there has been a dichotomy between the guest environment provided in luxury hotels and the working conditions of their employees.
It is therefore essential for hotel management to develop HRM practices that enable them to inspire and retain competent employees. This requires an understanding of what motivates employees at different levels of management and different stages of their careers (Enz and Siguaw, 2000). This implies that it is beneficial for hotel managers to understand what practices are most favorable to increase employee satisfaction and retention (Q27).
Herzberg (1966) proposes that people have two major types of needs, the first being extrinsic motivation factors relating to the context in which work is performed, rather than the work itself. These include working conditions and job security. When these factors are unfavorable, job dissatisfaction may result. Significantly, though, just fulfilling these needs does not result in satisfaction, but only in the reduction of dissatisfaction (Maroudas et al., 2008) (Q34).
Employees also have intrinsic motivation needs or motivators, which include such factors as achievement and recognition. Unlike extrinsic factors, motivator factors may ideally result in job satisfaction (Maroudas et al., 2008). Herzberg’s (1966) theory discusses the need for a ‘balance’ of these two types of needs.
The impact of fun as a motivating factor at work has also been explored. For example, Tews, Michel and Stafford (2013) conducted a study focusing on staff from a chain of themed restaurants in the United States (Q36). It was found that fun activities had a favorable impact on performance (Q37) and manager support for fun had a favorable impact in reducing turnover (Q38). Their findings support the view that fun may indeed have a beneficial effect, but the framing of that fun must be carefully aligned with both organizational goals and employee characteristics (Q39 Q40). ‘Managers must learn how to achieve the delicate balance of allowing employees the freedom to enjoy themselves at work while simultaneously high levels of performance’ (Tews et al., 2013).
Deery (2008) has recommended several actions that can be adopted at the organizational level to retain good staff as well as assist in balancing work and family life. Those particularly appropriate to the hospitality industry include allowing adequate breaks during the working day, staff functions that involve families, and providing health and well-being opportunities (Q35).
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free ielts tests - online simulation - practice with solution
Cambridge 14 IELTS Academic Reading Test 1
You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.
Brick by brick, six-year-old Alice is building a magical kingdom. Imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she’s creating an enchanting world. Although she isn’t aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life.
Minutes later, Alice has abandoned the kingdom in favour of playing schools with her younger brother. When she bosses him around as his ‘teacher’, she’s practising how to regulate her emotions through pretence. Later on, when they tire of this and settle down with a board game, she’s learning about the need to follow rules and take turns with a partner.
But we live in changing times, and Whitebread is mindful of a worldwide decline in play, pointing out that over half the people in the world now live in cities. ‘The opportunities for free play, which I experienced almost every day of my childhood, are becoming increasingly scarce,’ he says. Outdoor play is curtailed by perceptions of risk to do with traffic, as well as parents’ increased wish to protect their children from being the victims of crime, and by the emphasis on ‘earlier is better’ which is leading to greater competition in academic learning and schools.
International bodies like the United Nations and the European Union have begun to develop policies concerned with children’s right to play, and to consider implications for leisure facilities and educational programmes. But what they often lack is the evidence to base policies on.
Dr Jenny Gibson agrees, pointing out that although some of the steps in the puzzle of how and why play is important have been looked at, there is very little data on the impact it has on the child’s later life.
If playful experiences do facilitate this aspect of development, say the researchers, it could be extremely significant for educational practices, because the ability to self-regulate has been shown to be a key predictor of academic performance.
Gibson adds: ‘Playful behavior is also an important indicator of healthy social and emotional development. In my previous research, I investigated how observing children at play can give us important clues about their well-being and can even be useful in the diagnosis of neurodevelopmental disorders like autism.’
Whitebread’s recent research has involved developing a play-based approach to supporting children’s writing. ‘Many primary school children find writing difficult, but we showed in a previous study that a playful stimulus was far more effective than an instructional one.’ Children wrote longer and better-structured stories when they first played with dolls representing characters in the story. In the latest study, children first created their story with Lego*, with similar results. ‘Many teachers commented that they had always previously had children saying they didn’t know what to write about. With the Lego building, however, not a single child said this through the whole year of the project.’
‘Somehow the importance of play has been lost in recent decades. It’s regarded as something trivial, or even as something negative that contrasts with “work”. Let’s not lose sight of its benefits, and the fundamental contributions it makes to human achievements in the arts, sciences and technology. Let’s make sure children have a rich diet of play experiences.’
You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 below.
The original idea for an urban bike-sharing scheme dates back to a summer’s day in Amsterdam in 1965. Provo, the organization that came up with the idea, was a group of Dutch activists who wanted to change society. They believed the scheme, which was known as the Witte Fietsenplan, was an answer to the perceived threats of air pollution and consumerism. In the centre of Amsterdam, they painted a small number of used bikes white. They also distributed leaflets describing the dangers of cars and inviting people to use the white bikes. The bikes were then left unlocked at various locations around the city, to be used by anyone in need of transport.
Luud Schimmelpennink, a Dutch industrial engineer who still lives and cycles in Amsterdam, was heavily involved in the original scheme. He recalls how the scheme succeeded in attracting a great deal of attention – particularly when it came to publicising Provo’s aims – but struggled to get off the ground. The police were opposed to Provo’s initiatives and almost as soon as the white bikes were distributed around the city, they removed them. However, for Schimmelpennink and for bike-sharing schemes in general, this was just the beginning. ‘The first Witte Fietsenplan was just a symbolic thing,’ he says. ‘We painted a few bikes white, that was all. Things got more serious when I became a member of the Amsterdam city council two years later.’
Schimmelpennink seized this opportunity to present a more elaborate Witte Fietsenplan to the city council. ‘My idea was that the municipality of Amsterdam would distribute 10,000 white bikes over the city, for everyone to use,’ he explains. ‘I made serious calculations. It turned out that a white bicycle – per person, per kilometer – would cost the municipality only 10% of what it contributed to public transport per person per kilometer.’ Nevertheless, the council unanimously rejected the plan. ‘They said that the bicycle belongs to the past. They saw a glorious future for the car,’ says Schimmelpennink. But he was not in the least discouraged.
Schimmelpennink never stopped believing in bike-sharing, and in the mid-90s, two Danes asked for his help to set up a system in Copenhagen. The result was the world’s first large-scale bike-share programme. It worked on a deposit: ‘You dropped a coin in the bike and when you returned it, you got your money back.’ After setting up the Danish system, Schimmelpennink decided to try his luck again in the Netherlands – and this time he succeeded in arousing the interest of the Dutch Ministry of Transport. ‘Times had changed,’ he recalls. ‘People had become more environmentally conscious, and the Danish experiment had proved that bike-sharing was a real possibility.’ A new Witte Fietsenplan was launched in 1999 in Amsterdam. However, riding a white bike was no longer free; it cost one guilder per trip and payment was made with a chip card developed by the Dutch bank Postbank. Schimmelpennink designed conspicuous, sturdy white bikes locked in special racks which could be opened with the chip card – the plan started with 250 bikes, distributed over five stations.
Theo Molenaar, who was a system designer for the project, worked alongside Schimmelpennink. ‘I remember when we were testing the bike racks, he announced that he had already designed better ones. But of course, we had to go through with the ones we had.’ The system, however, was prone to vandalism and theft. ‘After every weekend there would always be a couple of bikes missing,’ Molenaar says. ‘I really have no idea what people did with them, because they could instantly be recognised as white bikes.’ But the biggest blow came when Postbank decided to abolish the chip card, because it wasn’t profitable. ‘That chip card was pivotal to the system,’ Molenaar says. ‘To continue the project we would have needed to set up another system, but the business partner had lost interest.’
Schimmelpennink was disappointed, but – characteristically – not for long. In 2002 he got a call from the French advertising corporation JC Decaux, who wanted to set up his bike-sharing scheme in Vienna. ‘That went really well. After Vienna, they set up a system in Lyon. Then in 2007, Paris followed. That was a decisive moment in the history of bike-sharing.’ The huge and unexpected success of the Parisian bike-sharing programme, which now boasts more than 20,000 bicycles, inspired cities all over the world to set up their own schemes, all modelled on Schimmelpennink’s. ‘It’s wonderful that this happened,’ he says. ‘But financially I didn’t really benefit from it, because I never filed for a patent.’
In Amsterdam today, 38% of all trips are made by bike and, along with Copenhagen, it is regarded as one of the two most cycle-friendly capitals in the world – but the city never got another Witte Fietsenplan. Molenaar believes this may be because everybody in Amsterdam already has a bike. Schimmelpennink, however, cannot see that this changes Amsterdam’s need for a bike-sharing scheme. ‘People who travel on the underground don’t carry their bikes around. But often they need additional transport to reach their final destination.’ Although he thinks it is strange that a city like Amsterdam does not have a successful bike-sharing scheme, he is optimistic about the future. ‘In the ‘60s we didn’t stand a chance because people were prepared to give their lives to keep cars in the city. But that mentality has totally changed. Today everybody longs for cities that are not dominated by cars.’
You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.
Lucas also points out that ‘the substance of HRM practices does not appear to be designed to foster constructive relations with employees or to represent a managerial approach that enables developing and drawing out the full potential of people, even though employees may be broadly satisfied with many aspects of their work’ (Lucas, 2002). In addition, or maybe as a result, high employee turnover has been a recurring problem throughout the hospitality industry. Among the many cited reasons are low compensation, inadequate benefits, poor working conditions and compromised employee morale and attitudes (Maroudas et al., 2008).
Ng and Sorensen (2008) demonstrated that when managers provide recognition to employees, motivate employees to work together, and remove obstacles preventing effective performance, employees feel more obligated to stay with the company. This was succinctly summarized by Michel et al. (2013): ‘[P]roviding support to employees gives them the confidence to perform their jobs better and the motivation to stay with the organization.’ Hospitality organizations can therefore enhance employee motivation and retention through the development and improvement of their working conditions. These conditions are inherently linked to the working environment.
It is therefore essential for hotel management to develop HRM practices that enable them to inspire and retain competent employees. This requires an understanding of what motivates employees at different levels of management and different stages of their careers (Enz and Siguaw, 2000). This implies that it is beneficial for hotel managers to understand what practices are most favorable to increase employee satisfaction and retention.
Herzberg (1966) proposes that people have two major types of needs, the first being extrinsic motivation factors relating to the context in which work is performed, rather than the work itself. These include working conditions and job security. When these factors are unfavorable, job dissatisfaction may result. Significantly, though, just fulfilling these needs does not result in satisfaction, but only in the reduction of dissatisfaction (Maroudas et al., 2008).
The impact of fun as a motivating factor at work has also been explored. For example, Tews, Michel and Stafford (2013) conducted a study focusing on staff from a chain of themed restaurants in the United States. It was found that fun activities had a favorable impact on performance and manager support for fun had a favorable impact in reducing turnover. Their findings support the view that fun may indeed have a beneficial effect, but the framing of that fun must be carefully aligned with both organizational goals and employee characteristics. ‘Managers must learn how to achieve the delicate balance of allowing employees the freedom to enjoy themselves at work while simultaneously high levels of performance’ (Tews et al., 2013).
Deery (2008) has recommended several actions that can be adopted at the organizational level to retain good staff as well as assist in balancing work and family life. Those particularly appropriate to the hospitality industry include allowing adequate breaks during the working day, staff functions that involve families, and providing health and well-being opportunities.
Complete the notes below. Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 1-8 on your answer sheet.
Children’s play
Uses of children’s play
- building a ‘magical kingdom’ may help develop 1.
- board games involve 2. and turn-taking
Recent changes affecting children’s play
- population of 3. have grown
- opportunities for free play are limited due to
– fear of 4.
– fear of 5.
– increased 6. in schools
International policies on children’s play
- it is difficult to find 7. to support new policies
- research needs to study the impact of play on the rest of the child’s 8.
In boxes 9-13 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
9. Children with good self-control are known to be likely to do well at school later on.
10. The way a child plays may provide information about possible medical problems.
11. Playing with dolls was found to benefit girls’ writing more than boys’ writing.
12. Children had problems thinking up ideas when they first created the story with Lego.
13. People nowadays regard children’s play as less significant than they did in the past.
Reading Passage 2 has seven paragraphs, A-G .
Which paragraph contains the following information?
Write the correct letter, A-G , in boxes 14-18 on your answer sheet.
NB You may use any letter more than once.
14. a description of how people misused a bike-sharing scheme
15. an explanation of why a proposed bike-sharing scheme was turned down
16. a reference to a person being unable to profit their work
17. an explanation of the potential savings a bike-sharing scheme would bring
18. a reference to the problems a bike-sharing scheme was intended to solve
Choose TWO letters, A-E
Write the correct letters in boxes 19 and 20 on your answer sheet.
Which TWO of the following statements are made in the text about the Amsterdam bike-sharing scheme of 1999?
Write the correct letters in boxes 21 and 22 on your answer sheet.
Which TWO of the following statements are made in the text about Amsterdam today?
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 23-26 on your answer sheet.
The first urban bike-sharing scheme
The first bike-sharing scheme was the idea of the Dutch group Provo. The people who belonged to this group were 23. They were concerned about damage to the environment and about 24. , and believed that the bike-sharing scheme would draw attention to these issues. As well as painting some bikes white, they handed out 25. that condemned the use of cars. However, the scheme was not a great success: almost as quickly as Provo left the bikes around the city, the 26. Took them away. According to Schimmelpennink, the scheme was intended to be symbolic. The idea was to get people thinking about the issues.
Look at the following statements ( Questions 27-31 ) and the list of researchers below.
Match each statement with the correct researcher, A-F .
Write the correct letter, A-F , in boxes 27-31 on your answer sheet.
List of Researchers
A Pfeffer B Lucas C Maroudas et al. D Ng and Sorensen E Enz and Siguaw F Deery
27. Hotel managers need to know what would encourage good staff to remain.
28. The actions of managers may make staff feel they shouldn’t move to a different employer.
29. Little is done in the hospitality industry to help workers improve their skills.
30. Staff are less likely to change jobs if cooperation is encouraged.
31. Dissatisfaction with pay is not the only reason why hospitality workers change jobs.
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 32-35 on your answer sheet, write
32. One reason for high staff turnover in the hospitality industry is poor morale.
33. Research has shown that staff have a tendency to dislike their workplace.
34. An improvement in working conditions and job security makes staff satisfied with their jobs.
35. Staff should be allowed to choose when they take breaks during the working day.
Write your answers in boxes 36-40 on your answer sheet.
Fun at work
Tews, Michel and Stafford carried out research on staff in an American chain of 36. . They discovered that activities designed for staff to have fun improved their 37. , and that management involvement led to lower staff 38. . They also found that the activities needed to fit with both the company’s 39. and the 40. Of the staff. A balance was required between a degree of freedom and maintaining work standards.
1. creativity 2. rules 3. cities 4. traffic 5. crime 6. competition 7. evidence 8. life 9. TRUE 10. TRUE
11. NOT GIVEN 12. FALSE 13. TRUE 14. E 15. C 16. F 17. C 18. A 19. B 20. D
21. D 22. E 23. activists 24. consumerism 25. leaflets 26. police 27. E 28. D 29. B 30. D
31. C 32. YES 33. NO 34. NO 35. NOT GIVEN 36. restaurants 37. performance 38. turnover 39. goals 40. characteristics
Amazing, I’m done with 35/40
Really useful and helpful.
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IELTS Academic Reading: Cambridge Official Guide to IELTS; Test 2 Reading passage 1; The Flavor of Pleasure; with solutions and best explanations
This Academic IELTS Reading post focuses on solutions to IELTS Cambridge Official Guide to IELTS; Test 2 Reading Passage 1 which is titled ‘ The Flavor of Pleasure ’ . This is a targeted post for IELTS candidates who have big problems finding out and understanding Reading Answers in the AC module. This post can guide you the best to understand every Reading answer without much trouble. Finding out IELTS Reading answers is a steady process, and this post will assist you in this respect.
Cambridge Official Guide to IELTS, Test 2: AC Reading Module
Reading Passage 1: Questions 1-13
The headline of the passage: The Flavor of Pleasure
Questions 1-5: Completing sentences with NO MORE THAN TWO WORDS
In this type of question, candidates are asked to write maximum two words to complete sentences on the given topic. For this type of question, first, skim the passage to find the keywords in the paragraph concerned with the answer, and then scan to find the exact word.
[TIPS: Here scanning technique will come in handy. Target the keywords of the questions to find the answers. Remember to focus on Proper nouns, random Capital letters, numbers, special characters of text etc.]
Question no. 1: According to scientists, the term ________ characterises the most critical factor in appreciating flavor.
Keywords for the question: According to scientists, term, characterises, most critical factor, appreciating flavor,
The answer can be found in lines 4-7 of paragraph no. 1, “ . . . .. . The taste, texture, and feel of food are what we tend to focus on, but most important are the slight puffs of air as we chew our food – what scientists call retronasal smell .”
Here, what scientists call = according to scientists, most important are the slight puffs of air = the most critical factor,
So, the answer is: (retronasal) smell
Question no. 2: ‘Savoury’ is a better-known word for ________.
Keywords for the question: ‘Savoury’, better-known word,
In the second paragraph, the first few lines say, “Certainly, our mouths and tongues have taste buds, which are receptors for the five basic flavors: sweet, salty, sour, bitter, and umami , or what is more commonly referred to as savory .
Here, more commonly referred to = better-known,
So, the answer is: umami
Question no. 3: The tongue was originally developed to recognise the unpleasant taste of ________.
Keywords for the question: tongue, originally developed, recognise, unpleasant taste,
In the second paragraph, lines 4-8 say, “ .. … .. But our tongues are inaccurate instruments as far as flavor is concerned. They evolved to recognise only a few basic tastes in order to quickly identify toxins , which in nature are often quite bitter or acidic sour .”
Here, evolved to recognise = originally developed to recognise, often quite bitter or acidic sour = unpleasant taste,
So, the answer is: toxins
Question no. 4: Human nasal cavities recognise _________ much better than external ones.
Keywords for the question: human nasal cavities, recognise, much better, external,
The answer to this question can be found in lines 1-7 of paragraph no. 3. The writer of the text says here, “All the complexity, nuance, and pleasure of flavor come from the sense of smell operating in the back of the nose . It’s there that a kind of alchemy occurs when we breathe up and out the passing whiffs of our chewed food. Unlike a hound’s skull with its extra-long nose, which evolved specifically to detect external scents , our noses have evolved to detect internal scents . .. …”
Here, the back of the nose = Human nasal cavities,
external scents = external ones,
detect = recognise,
So, the answer is: internal scents/ smells
Question no. 5: Gordon Shepherd uses the word ‘neurogastronomy’ to draw together a number of ________ related to the enjoyment of eating.
Keywords for the question: Gordon Shepherd, neurogastronomy, a number of, related to, enjoyment of eating,
In paragraph no. 4, lines 4-10 say, “ . . .. Yale University’s Gordon Shepherd , begun to shed light on its workings. Shepherd has come up with the term ‘neurogastronomy’ to link the disciplines of food science, neurology, psychology, and anthropology with the savory elements of eating, one of the most enjoyed of human experiences .”
Here, has come up with the term ‘neurogastronomy’ = uses the word ‘neurogastronomy’,
link = draw together,
the savory elements of eating, one of the most enjoyed of human experiences = the enjoyment of eating,
So, the answer is: disciplines
Questions 6-9: Completing notes
[ In this type of question, candidates are asked to complete different notes with NO MORE THAN TWO WORDS from the passage. Keywords are important to find answers correctly. Generally, this type of question maintains a sequence. However, we should not be surprised if the sequence is not maintained. Find the keywords in the passage and you are most likely to find the answer s.]
Questions no. 6 & 7:
Face recognition
facial recognition is key to our enjoyment of 7. _________.
Keywords for the question: face recognition, patterns of dark and light, used, put together, brain identifies, faces, key, our enjoyment of,
The answer to question no. 6 can be found in paragraph no. 5. Here, in the beginning, the author of the text says, “In many ways, he is discovering that smell is rather like face recognition . The visual system detects patterns of light and dark and, building on experience, the brain creates a spatial map . It uses this to interpret the interrelationship of the patterns and draw conclusions that allow us to identify people and places. .. .”
Here, The visual system = facial recognition, creates = put together, identify people = identifies faces,
So, the answer for question no. 6 is: spatial map
Again, in paragraph no. 6, the writer says at the opening, “This ability to appreciate specific aromas turns out to be central to the pleasure we get from food, much as our ability to recognise individuals is central to the pleasures of social life . .. ..”
Here, our ability to recognise individuals = facial recognition, central to = key to, pleasures of = enjoyment of,
So, the answer for question no. 7 is: social life
Questions no. 8 & 9:
smell is key to our enjoyment of food.
Keywords for the question: smell, receptors recognise, in food, brain, identifies, certain, key to, our enjoyment, food,
In paragraph no. 5, the author of the text says in lines 7-10, “ . .. . . In the same way, we use patterns and ratios to detect both new and familiar flavors. As we eat, specialised receptors in the back of the nose detect the air molecules in our meals . . .. .”
Here, detect = recognise, our meals = food,
So, the answer to question no. 8 is: (air) molecules
Again, In paragraph no. 5, the author of the text says in lines 10-14, “ . . .. … From signals sent by the receptors, the brain understands smells as complex spatial patterns. Using these, as well as input from the other senses, it constructs the idea of specific flavors .”
Here, it constructs the idea = the brain identifies, specific = certain,
So, the answer to question no. 8 is: flavours/ flavors
Questions 10-13: Short answer to open questions (NO MORE THAN ONE WORD)
[ In this kind of question candidates have to answer some questions, only with some conditions like NO MORE THAN THREE/TWO WORDS and/or A NUMBER or, ONE WORD ONLY. Each question has keywords that will lead to the answer. This question type generally follows a sequence. ]
Question no. 10: In what form does the brain store ‘odor objects’?
Keywords for the question: what form, brain, store, ‘odor objects’,
In paragraph no. 8, the writer says in lines 5-8, “ . .. .. Smell stimuli form what Shepherd terms ‘odor objects’ stored as ‘memories’ , and these have a direct link with our emotions. . . .”
Here, stored as = store, as = form,
So, the answer is: memories
Question no. 11: When seeing was difficult, what did we use our sense of smell to find?
Keywords for the question: seeing, was difficult, we use, our sense of smell, to find,
In lines 11-14 of paragraph no. 8, the author of the text mentions, “ . . . Go back in history and this was part of our survival repertoire; like most animals, we drew on our sense of smell, when visual information was scarce , to single out prey .”
Here, when visual information was scarce = when seeing was difficult, to single out = to find,
So, the answer is: prey
Question no. 12: Which food item illustrates how flavour and positive emotion are linked?
Keywords for the question: which food item, illustrates, how, flavour, positive emotion, linked,
For this question, we need to go to paragraph no. 9. At the end of the paragraph, the writer says, “ .. . . Consider the response to the sharpness of a lemon and compare that with the face that is welcoming the smooth wonder of chocolate .”
Here, the face that is welcoming the smooth wonder = positive emotion,
So, the answer is: chocolate
Question no. 13: What could be controlled in the future through flavour manipulation?
Keywords for the question: what, could be controlled, future, flavour manipulation,
The final lines of the final paragraph (paragraph no. 10) say, “ . .. . On the horizon we have the positive application of neurogastronomy; manipulating flavor to curb our appetites .”
Here, manipulating flavor = flavor manipulation, to curb = could be controlled,
So, the answer is: appetites
Click here for solutions to Cambridge IELTS Official Test 2 Reading Passage 2
Click here for solutions to Cambridge IELTS Official Test 2 Reading Passage 3
4 thoughts on “ IELTS Academic Reading: Cambridge Official Guide to IELTS; Test 2 Reading passage 1; The Flavor of Pleasure; with solutions and best explanations ”
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hello, there is no ‘social life’ in the passage. but answer for Q7 is social life. why?
in paragraph no. 6, the writer says at the opening, “This ability to appreciate specific aromas turns out to be central to the pleasure we get from food, much as our ability to recognise individuals is central to the pleasures of social life. .. ..”
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Academic IELTS Reading: Test 2 Passage 2; A second attempt at domesticating the tomato; with top solutions and best explanations
This Academic IELTS Reading post focuses on solutions to IELTS Cambridge 17 Reading Test 2 Passage 2 that has a text titled ‘A second attempt at domesticating the tomato’. This is a targeted post for AC IELTS candidates who have big problems finding out and understanding Reading Answers in the AC module. This post can guide […]
Academic IELTS Reading: Test 2 Passage 1; The Dead Sea Scrolls; with top solutions and best explanations
This Academic IELTS Reading post focuses on solutions to an IELTS Reading Test 2 passage 1 that has a passage titled ‘The Dead Sea Scrolls’. This is a targeted post for Academic IELTS candidates who have major problems locating and understanding Reading Answers in the AC module. This post can guide you the best to understand […]
Changes in Reading Habits – IELTS Reading Answers
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Updated On Feb 12, 2024
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“Changes in Reading Habits” – IELTS Reading Answers is based on an IELTS academic reading passage. The passage has 13 questions that must be answered in 20 minutes. The Reading section offers the chance to achieve your highest score on the IELTS exam, but only with consistent practice. To maximize your results, it’s important to learn strategies for approaching and successfully answering the various question types.
Practicing with sample IELTS reading questions from previous exams is an excellent way to prepare for the test. Going through past questions will help you get comfortable with the various question types and test your reading comprehension skills.
Let’s use the academic passage “Changes in Reading Habits” to gauge how easily you can complete an IELTS reading test in 20 minutes. If you find it challenging, try additional IELTS reading practice tests from IELTSMaterial.com.
The “Changes in Reading Habits” passage contains the following question types:
- Multiple Choice Question (Q. 1 – 4)
- Summary Completion (Q. 5 – 9)
- TRUE/FALSE/Not Given (Q. 10 – 13)
Reading Passage
Changes in Reading Habits
What are the implications of the way we read today?
Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers. Younger school-aged children read stories on smartphones; older kids don’t read at all, but hunch over video games. Parents and other passengers read on tablets or skim a flotilla of email and news feeds. Unbeknown to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing and this has implications for everyone from the pre-reading toddler to the expert adult.
As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago. That circuit evolved from a very simple mechanism for decoding basic information, like the number of goats in one’s herd, to the present, highly elaborated reading brain. My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential ‘deep reading’ processes may be under threat as we move into digital-based modes of reading.
This is not a simple, binary issue of print versus digital reading and technological innovations. As MIT scholar Sherry Turkle has written, we do not err as a society when we innovate but when we ignore what we disrupt or diminish while innovating. In this hinge moment between print and digital cultures, society needs to confront what is diminishing in the expert reading circuit, what our children and older students are not developing, and what we can do about it.
We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language; it needs an environment to develop. Further, it will adapt to that environment’s requirements – from different writing systems to the characteristics of whatever medium is used. If the dominant medium advantages processes that are fast, multi-task oriented and well-suited for large volumes of information, like the current digital medium, so will the reading circuit. As UCLA psychologist Patricia Greenfield writes, the result is that less attention and time will be allocated to slower, time-demanding deep reading processes.
Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19th and 20th centuries in favour of something simpler as they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ ‘cognitive impatience’, however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts.
Multiple studies show that digital screen use may be causing a variety of troubling downstream effects on reading comprehension in older high school and college students. In Stavanger, Norway, psychologist Anne Mangen and colleagues studied how high school students comprehend the same material in different mediums. Mangen’s group asked subjects questions about a short story whose plot had universal student appeal; half of the students read the story on a tablet, the other half in paperback. Results indicated that students who read on print were superior in their comprehension to screen-reading peers, particularly in their ability to sequence detail and reconstruct the plot in chronological order.
Ziming Liu from San Jose State University has conducted a series of studies which indicate that the ‘new norm’ in reading is skimming, involving word-spotting and browsing through the text. Many readers now use a pattern when reading in which they sample the first line and then word-spot through the rest of the text. When the reading brain skims like this, it reduces time allocated to deep reading processes. In other words, we don’t have time to grasp complexity, to understand another’s feelings, to perceive beauty, and to create thoughts of the reader’s own.
The possibility that critical analysis, empathy and other deep reading processes could become the unintended ‘collateral damage’ of our digital culture is not a straightforward binary issue about print versus digital reading. It is about how we all have begun to read o various mediums and how that changes not only what we read, but also the purposes for which we read. Nor is it only about the young. The subtle atrophy of critical analysis and empathy affects us all equally. It affects our ability to navigate a constant bombardment of information. It incentivizes a retreat to the most familiar stores of unchecked information, which require and receive no analysis, leaving us susceptible to false information and irrational ideas.
There’s an old rule in neuroscience that does not alter with age: use it or lose it. It is a very hopeful principle when applied to critical thought in the reading brain because it implies choice. The story of the changing reading brain is hardly finished. We possess both the science and the technology to identify and redress the changes in how we read before they become entrenched. If we work to understand exactly what we will lose, alongside the extraordinary new capacities that the digital world has brought us, there is as much reason for excitement as caution.
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Questions 1-4
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1 What is the writer’s main point in the first paragraph?
- Our use of technology is having a hidden effect on us.
- Technology can be used to help youngsters to read.
- Travellers should be encouraged to use technology on planes.
- Playing games is a more popular use of technology than reading.
2 What main point does Sherry Turkle make about innovation?
- Technological innovation has led to a reduction in print reading.
- We should pay attention to what might be lost when innovation occurs.
- We should encourage more young people to become involved in innovation.
- There is a difference between developing products and developing ideas.
3 What point is the writer making in the fourth paragraph?
- Humans have an inborn ability to read and write.
- Reading can be done using many different mediums.
- Writing systems make unexpected demands on the brain.
- Some brain circuits adjust to whatever is required of them.
4 According to Mark Edmundson, the attitude of college students
- has changed the way he teaches.
- has influenced what they select to read.
- does not worry him as much as it does others.
- does not match the views of the general public.
Questions 5 – 9
Studies on Digital screen use
There have been many studies on digital screen use, showing some 5 ………………… trends. Psychologist Anne Mangen gave high-school students a short story to read, half using digital and half using print mediums. Her team then used a question-and-answer technique to find out how 6 ………………… each group’s understanding of the plot was. The findings showed a clear pattern in the responses, with those who read screens finding the order of information 7 ………………… to recall.
Studies by Ziming Liu show that students are tending to read 8 ………………… words and phrases in a text to save time. This approach, she says, gives the reader a superficial understanding of the 9 ………………… content of material, leaving no time for thought.
Questions 10 – 13
- The medium we use to read can affect our choice of reading content.
- Some age groups are more likely to lose their complex reading skills than others.
- False information has become more widespread in today’s digital era.
- We still have opportunities to rectify the problems that technology is presenting.
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Changes in Reading Habits – IELTS Reading Answers with Location and Explanations
1 Answer: A
Question type: Multiple-choice questions Answer location: Paragraph Answer Explanation: The first paragraph mentions that the author provides some compelling examples of how we use technology in our daily lives. Then in lines 4-5, the text states, “Unbeknown to most of us, an invisible, game-changing transformation connects everyone in this picture…” In this context, “Unbeknown to most of us, an invisible, game-changing transformation” refers to a hidden effect. Therefore, the answer is A: Our use of technology is having a hidden effect on us.
2 Answer: C
Question type: Multiple-choice questions Answer location: Paragraph 3 Answer explanation : The reference to Sherry Turkle is in paragraph 3. Specifically, in lines 3-5 it states: “…In this hinge moment between print and digital cultures, society needs to confront what is diminishing in the expert reading circuit, what our children and older students are not developing, and what we can do about it.” The final lines here imply that we should be attentive to what might be lost or diminished as innovation takes place. Therefore, the answer is B: We should pay attention to what might be lost when innovation occurs.
3 Answer: D
Question type: Multiple-choice questions Answer location: Paragraph 4 Answer explanation : The answer is found in the opening lines of paragraph 4, where the author states: “We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language; it needs an environment to develop. Further, it will adapt to that environment’s requirements – …” In this context, “the reading circuit” refers to some brain circuits, and “it will adapt to that environment’s requirements” means these circuits adjust to whatever is required of them. Therefore, the answer is D: Some brain circuits adjust to whatever is required of them.
4 Answer: B
Question type: Multiple choice questions Answer location: Paragraph 5 Answer explanation: The answer is located in paragraph 5. Specifically, lines 2-4 state: “…English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19th and 20th centuries in favor of something simpler as they no longer have the patience to read longer, denser, more difficult texts…” In this excerpt, “college students actively avoid classic literature” implies that the attitude of college students has influenced what reading materials they select. Therefore, the answer is B: The attitude of college students has influenced what they select to read.
5 Answer: D
Question type: Summary Completion Answer location: Paragraph 6 Answer explanation: In paragraph 6, lines 1-2 state: “Multiple studies show that digital screen use may be causing a variety of troubling downstream effects on reading comprehension in older high school and college students…” In this excerpt, “Multiple studies” refers to many studies, and “troubling downstream effects” indicates worrying trends. Therefore, the answer is D: worrying.
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6 Answer: H
Question type: Summary Completion Answer location: Paragraph 6 Answer explanation: In paragraph 6, lines 3-6, the author explains: “…In Stavanger, Norway, psychologist Anne Mangen and her colleagues studied how high school students comprehend the same material in different mediums. Mangen’s group asked subjects questions about a short story whose plot had universal student appeal; half of the students read the story on a tablet, the other half in paperback…” In this excerpt, “how high school students comprehend” refers to how thorough each group’s understanding of the plot was. “Half of the students read the story on a tablet” means half used a digital medium, and “other half in paperback” means the other half used print. “Asked subjects questions” refers to using a question-and-answer technique. Therefore, the answer is H: thorough.
7 Answer: F
Question type: Summary Completion Answer location: Paragraph 6 Answer explanation: The answer is in paragraph 6, lines 6-8: “…Results indicated that students who read on print were superior in their comprehension to screen-reading peers, particularly in their ability to sequence detail and reconstruct the plot in chronological order.” In this excerpt, “students who read on print were superior in their comprehension to screen-reading peers” means those who read screens found the order of information hard to recall. Therefore, the answer is F: hard.
8 Answer: B
Question type: Summary Completion Answer location: Paragraph 7 Answer explanation: In paragraph 7, lines 1-5 state: “Ziming Liu from San Jose State University has conducted a series of studies which indicate that the ‘new norm’ in reading is skimming, involving word-spotting and browsing through the text. Many readers now use a pattern when reading in which they sample the first line and then word-spot through the rest of the text. When the reading brain skims like this, it reduces time allocated to deep reading processes…” In this excerpt, “word-spot through the rest of the text” means reading isolated words and phrases, and “it reduces time” refers to saving time. Therefore, the answer is B: isolated.
9 Answer: C
Question type: Summary Completion Answer location: Paragraph 7 Answer explanation: In paragraph 7, lines 5-6 state: “…In other words, we don’t have time to grasp complexity, to understand another’s feelings, to perceive beauty, and to create thoughts of the reader’s own.” In this excerpt, “we don’t have time to grasp complexity” refers to superficial understanding, and “understand another’s feelings” means understanding the emotional content of material. Therefore, the answer is C: emotional.
10 Answer : Yes
Question type: True/ False/ Not Given Answer location: Paragraph 8 Answer explanation: In paragraph 8, lines 3-4 state: “…It is about how we all have begun to read on various mediums and how that changes not only what we read, but also the purposes for which we read…” In this excerpt, “how that changes not only what we read” means the medium we use to read can affect our choice of reading content. Therefore, the answer is YES.
11 Answer: No
Question type: Yes/ No/ Not Given Answer location: Paragraph 9 Answer explanation: The first line of paragraph 9 provides the answer: “There’s an old rule in neuroscience that does not alter with age: use it or lose it…” In this excerpt, “does not alter with age” means it is equal for all age groups, and “use it or lose it” refers to using reading skills or losing them. Therefore, the answer is NO.
12 Answer: Not Given
Question type: Yes/ No/ Not Given Answer location: NA Answer explanation: The final paragraph does not provide any information about whether false information has become more or less widespread in the digital era today. Therefore, the answer is NOT GIVEN.
13 Answer: Yes
Question type: Yes/ No/ Not Given Answer location: NA Answer explanation: In lines 3-4 of the final paragraph, the author states: “…The story of the changing reading brain is hardly finished. We possess both the science and the technology to identify and readdress the changes in how we read before they become entrenched…” In this excerpt, “hardly finished” means there are still opportunities, and “readdress the changes” refers to rectifying the problems. Therefore, the answer is YES.
Master the IELTS Reading Test with our comprehensive, up-to-date IELTS Reading Academic Book for high scores on the academic module.
Tips for Answering the Question Types in the Changes in Reading Habits – IELTS Reading Answers
Now that you know the ‘Changes in Reading Habits – IELTS Reading Answers’ with its explanation, let us check out some quick tips to answer the 2 question types in the Changes in Reading Habits – IELTS Reading Answers.
Multiple Choice Questions
IELTS Reading multiple choice questions requires identifying the correct answer from a list of options. Here are 5 tips for answering them effectively:
- Read the question stem carefully and predict the answer before looking at the options.
- Skim the text to locate the paragraph where the answer is found. Don’t read it in detail yet.
- Read the options and eliminate any that are clearly incorrect.
- Now read the relevant paragraph in detail to identify the answer.
- If unsure between two options, re-read the question stem and determine which option answers it best. Don’t leave any question unattempted.
Summary Completion
IELTS Reading summary completion questions require completing a summary of the passage using words from a box. Here are 5 tips:
- Read the incomplete summary to understand what it is about.
- Skim the passage to find the sections summarizing its main ideas.
- Read these sections carefully and match the main points to the gaps in the summary.
- Eliminate any clearly mismatching words from the box.
- Select the remaining words that appropriately fill in the blanks. Read the completed summary to ensure it makes sense. Attempt all gaps
True / False/ Not Given
IELTS Reading True/False/Not Given questions require determining if a statement is true, false, or not mentioned in the passage. Here are 5 tips:
- Read the statement attentively and try to predict true, false, or not given before looking at the text.
- Scan the passage to locate the relevant section. Don’t read it closely yet.
- Carefully read the key sentences to check if they match or contradict the statement.
- Choose true if the statement agrees with the text, false if it contradicts the text.
- Select not given if there is no clear information in the passage to verify the statement as true or false. Leave no question unanswered.
Additional IELTS Reading Answers Topics
Here are some of the most recent and popular IELTS Reading topics, which have also been featured on recent IELTS exams.
- What Does the Consumer Think?- IELTS Reading Answers | IELTSMaterial.com
- Communicating in Colour, The Pursuit of Happiness, The Deep Sea Reading Answers
- Neuroaesthetics – IELTS Reading Answers
- The Phoenicians: An Almost Forgotten People Reading Answers
- Bilingualism in Children, Changing Rules for Health Treatment, The Romantic Poets Reading Answers
Practice IELTS Academic Reading based on question types
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‘Gifted children and learning’- Reading Answer Explanation- CAM -10
Here are explanations of the Questions of passage named, ‘Gifted children and learning’ which is from the Cambridge 10 book. The Questions that have been asked are ‘finding information’, ‘List of researchers’ and ‘Blanks’, You will find the locations of the Reading Answers, Keywords( highlighted and underlined) and justifications.
READING PASSAGE 2: Gifted children and learning
| Question | Answer |
| 14 | A |
| 15 | D |
| 16 | F |
| 17 | D |
| 18 | B |
| 19 | D |
| 20 | E |
| 21 | A |
| 22 | C |
| 23 | BOOKS (AND) ACTIVITIES (IN EITHER ORDER) |
| 24 | INTERNAL REGULATION/ SELF-REGULATION |
| 25 | EMOTIONAL AWARENESS |
| 26 | SPOON-FEEDING |
Questions 14-17
The Reading Passage has six paragraphs, A-F . Which paragraph contains the following information? Write the correct letter, A-F , in boxes 14-17 on your answer sheet NB You may use any letter more than once.
14. a reference to the influence of the domestic background on the gifted child.
Location and Answer: A
Explanation: The answer to this question is in the third line of the paragraph. ‘Children’s educational environment contributes to the IQ score and the way intelligence is used. For example, a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, 2010)…’ Here, the writer states that children’s educational environment contributes to the IQ score. Thus, the answer is A.
15. reference to what can be lost if learners are given too much guidance.
Location and Answer: D
Explanation: The location of the answer is in the second line of the paragraph. ‘Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy…’ Here, ‘overdirect’ means ‘given too much guidance’. Moreover, ‘diminish’ and ‘lost’ are synonyms. Thus, the answer is clear.
16. a reference to the damaging effects of anxiety.
Location and Answer: F
Explanation: The answer to this question is in the third line of the paragraph. ‘Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour…’ Here , ‘fear’ refers to ‘anxiety’. The writer states the damaging effect of anxiety is that it limit the development of curiosity. Thus, it is a damaging effect of anxiety. 17. examples of classroom techniques which favour socially-disadvantaged children.
Explanation: The location of the answer is in the last two lines of the paragraph. ‘There are quite a number of new methods which can help, such as child- initiated learning, ability-peer tutoring, etc. Such practices have been found to be particularly useful for bright children from deprived areas…’ Here, ‘new methods’ refer to the techniques. In addition, ‘social-disadvantaged children’ means ‘children from deprived areas’. Thus, the answer is clear.
Questions 18-22
Look at the following statements ( Questions 18-22 ) and the list of people below. Match each statement with the correct person or people, A-E . Write the correct letter, A-E , in boxes 18-22 on your answer sheet.
18. Less time can be spent on exercises with gifted pupils who produce accurate work.
Location: C paragraph (Last line)
Explanation: The writer says, ‘ If they [the gifted] merely think more quickly, then we need only teach more quickly. If they merely make fewer errors, then we can shorten the practice…’ Here, ‘fewer errors’ means ‘accurate work’. Furthermore, ‘shorten the practice’ makes it clear that less time can be spent on exercise.
19. Self-reliance is a valuable tool that helps gifted students reach their goals.
Location: E paragraph
Explanation: The main keyword is ‘self-reliance’ and its reference is there in the second line of the paragraph. ‘Research with creative scientists by Simonton (1988) brought him to the conclusion…certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills…’Here, ‘independence’ and ‘self-reliance’ means the same. Moreover, ‘highest level’ give reference to goals.
20. Gifted children know how to channel their feelings to assist their learning.
Location: Last paragraph
Explanation: The answer to this question is in the last two lines of the paragraph. ‘In Boekaerts ’ (1991) review of emotion the learning of very high IQ and highly achieving children, she found emotional forces in harness… improve their learning efficiency and increase their own learning resources…’Here, ‘emotional feelings in harness’ means ‘channel their feelings’. In addition, ‘improve their learning’ and ‘assist their learning’ means the same.
21. The very gifted child benefits from appropriate support from close relatives.
Location: A paragraph
Explanation: The location of the answer is in the fourth line of the paragraph. ‘The higher the children’s IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home etc…’ Here, ‘parents’ are the close relatives. In addition, ‘ better the quality of educational back up’ is benefit.
22. Really successful students have learnt a considerable amount about their subject.
Explanation: The answer to this question is in the second and third lines of the paragraph. ‘individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Elshout, 1995)…’Here, ‘great deal’ means ‘considerable amount’. Really successful= achieve at a higher rate. ‘A specific domain’ refers to ‘subject’.
List of People
A. Freeman B. Shore and Kanevsky C. Elshout D. Simonton E. Boekaerts
Questions 23-26
Complete the sentences below. Choose NO MORE THAN THREE WORDS from the passage for each answer. Write your answers in boxes 23-26 on your answer sheet.
23. One study found a strong connection between children’s IQ and the availability of ……………….. and ……………….. at home.
Explanation: The main keyword is ‘children’s IQ’ and its reference is there in the middle line of the paragraph. ‘a very close positive relationship was found when children’s IQ scores were compared with their home…measured in terms of reported verbal interactions with parents, number of books and activities in their home etc…’Here, ‘a very close positive relationship’ and ‘strong connection’ means the same. Thus, these statements makes an answer very clear.
Answer: books, activities
24. Children of average ability seem to need more direction from teachers because they do not have ………………..
Location: B paragraph
Explanation: The location of the answer is in the fourth line of the paragraph. ‘average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation…’ Here, ‘external regulation’ means ‘need more directions’. Moreover, the writer states ‘lack of’ means ‘they do not have’.
Answer: Internal regulation
25. Meta-cognition involves children understanding their own learning strategies, as well as developing ………………..
Explanation: The main keyword ‘Meta-cognition’ helps to locate an answer in the last line of the paragraph. ‘Emotional awareness is also part of meta-cognition, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence…’ Here, this statement clarifies that meta-cognition involves children understanding as well as emotional awareness. Thus, the answer is clear.
Answer: Emotional Awareness
26. Teachers who rely on what is known as ……………….. often produce sets of impressive grades in class tests.
Location: D paragraph
Explanation: The main keywords ‘impressive grades’ helps to locate an answer in the second line of the paragraph. ‘ Although ‘ spoon-feeding ’ can produce extremely high examination results, these are not always followed by equally impressive life successes…’Here, ‘impressive grades’ means ‘high examination results’ Thus, the answer is clear.
Answer: Spoon-feeding
‘Tea and the Industrial Revolution’- Reading Answer Explanation- C0AM- 10
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CHILDREN’S THINKING IELTS READING.
Children’s thinking ielts reading answers..
- NOT GIVEN
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CHILDREN’S THINKING IELTS READING- passage
The Kendlers found that the children could learn the separate bits readily enough. Given the task of getting a marble by pressing the button they could get the marble; given the task of getting a toy when a marble was handed to them, they could use the marble. (All they had to do was put it in a hole.) But they did not for the most part ‘integrate’, to use the Kendlers’ terminology. They did not press the button to get the marble and then proceed without further help to use the marble to get the toy. So the Kendlers concluded that they were incapable of deductive reasoning.
Instead of the button-pressing machine, Cole used a locked box and two differently coloured match-boxes, one of which contained a key that would open the box. Notice that there are still two behaviour segments – ‘open the right match-box to get the key’ and ‘use the key to open the box’ – so the task seems formally to be the same. But psychologically it is quite different. Now the subject is dealing not with a strange machine but with familiar meaningful objects; and it is clear to him what he is meant to do. It then turns out that the difficulty of ‘integration’ is greatly reduced.
Recent work by Simon Hewson is of great interest here for it shows that, for young children, too, the difficulty lies not in the inferential processes which the task demands, but in certain perplexing features of the apparatus and the procedure. When these are changed in ways which do not at all affect the inferential nature of the problem, then five-year-old children solve the problem as well as college students did in the Kendlers’ own experiments.
A child understands nothing, after all, about how a marble put into a hole can open a little door. How is he to know that any other marble of similar size will do just as well? Yet he must assume that if he is to solve the problem. Hewson made the functional equivalence of different marbles clear by playing a ‘swapping game’ with the children.
The two modifications together produced a jump in success rates from 30 percent to 90 percent for five-year-olds and from 35 percent to 72.5 percent for four-year-olds. For three-year-olds, for reasons that are still in need of clarification, no improvement – rather a slight drop in performance – resulted from the change. We may conclude, then, that children experience very real difficulty when faced with the Kendler apparatus; but this difficulty cannot be taken as proof that they are incapable of deductive reasoning.
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Questions 28–35 CHILDREN’S THINKING IELTS READING.
Classify the following descriptions as referring to:- Clark Hull CH Howard and Tracey Kendler HTK Michael Cole and colleagues MC Simon Hewson SH
Write the appropriate letters in boxes 28–35 on your answer sheet.
28 …….. is cited as famous in the field of psychology. 29 ……. . demonstrated that the two-stage experiment involving button-pressing and inserting a marble into a hole poses problems for certain adults as well as children. 30 ……. . devised an experiment that investigated deductive reasoning without the use of any marbles. 31 …….. appears to have proved that a change in the apparatus dramatically improves the performance of children of certain ages. 32 …….. used a machine to measure inductive reasoning that replaced button-pressing with drawer-opening. 33 …….. experimented with things that the subjects might have been expected to encounter in everyday life, rather than with a machine. 34 …….. compared the performance of five-year-olds with college students, using the same apparatus with both sets of subjects. 35 …….. is cited as having demonstrated that earlier experiments into children’s ability to reason deductively may have led to the wrong conclusions.
Questions 36–40-CHILDREN’S THINKING IELTS READING
Do the following statements agree with the information given in Reading Passage 3? In boxes 36–40 on your answer sheet write:-
YES if the statement agrees with the information NO, if the statement contradicts the information NOT GIVEN if there is no information on this in the passage
36. Howard and Tracey Kendler studied under Clark Hull. 37 . The Kendlers trained their subjects separately in the two stages of their experiment, but not in how to integrate the two actions. 38. Michael Cole and his colleagues demonstrated that adult performance on inductive reasoning tasks depends on features of the apparatus and procedure. 39. All Hewson’s experiments used marbles of the same size. 40. Hewson’s modifications resulted in a higher success rate for children of all ages.
Answers of CHILDREN’S THINKING IELTS READIN G.
28 CH
29 MC
30 MC
31 SH
32 SH
33 MC
34 HTK
35 SH
36 NOT GIVEN
37 YES
38 YES
39 YES
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Solution for: Multitasks
Answer table.
| B | A |
| E | E |
| F | E |
| C | email voice |
| D | prefrontal cortex |
| B | group meetings |
| D |
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Exam Review
Do you read while listening to music? Do you like to watch TV while finishing your homework? People who have these kinds of habits are called multi-taskers.
Multitasks are able to complete two tasks at the same time by dividing their focus. However, Thomas Lehman, a researcher in Psychology, believes people never really do multiple things simultaneously. Maybe a person is reading while listening to music, but in reality, the brain can only focus on one task. Reading thewords in a book will cause you to ignore some of the words of the music. When people think they are accomplishing two different tasks efficiently, what they are really doing is dividing their focus. While listening to music, people become less able to focus on their surroundings. For example, we all have experience of times when we talk with friends and they are not responding properly. Maybe they are listening to someone else talk, or maybe they are reading a text on their smart phone and don't hear what you are saying. Lehman called this phenomenon “email voice"
the world has been changed by computers and its spin offs like smart-phones or cellphones. Now that most individuals have a personal device, like a smart-phoneor a laptop, they are frequently reading, watching or listening to virtual information. This raises the occurrence of multitasking in our day to day life. Nowwhen you work, you work with your typewriter, your cellphone, and some colleagues who may drop by at any time to speak with you. In professional meetings, when one normally focuses and listens to one another, people are more likely to have a cell phone in their lap, reading or communicating silently with more people than ever, liven inventions such as the cordless phone has increased multitasking. In the old days, a traditional wall phone would ring, and then the housewife would have to stop her activities to answer it. When it rang, the housewife will sit down with her legs up. and chat, with no laundry or sweeping or answering the door. In the modern era, our technology is convenient enough to not interrupt our daily tasks.
Earl Miller, an expert at the Massachusetts Institute of Technology, studied the prefrontal cortex, which controls the brain while a person is multitasking. According to his studies, the size of this cortex varies between species, He found that for humans, the size of this part constitutes one third of the brain, while it is only 4 to 5 percent in dogs, and about 15% in monkeys. Given that this cortex is larger on a human, it allows a human to be more flexible and accurate in his or her multitasking.. However, Miller wanted to look further into whether the cortexwas truly processing information about two different tasks simultaneously. He designed an experiment where he presents visual stimulants to his subjects in a wax that mimics multi-tasking. Miller then attached sensors tothe patients " heads to pick up the electric patterns of the brain. This sensor would show if" the brain particles, called neurons, were truly processing two different tasks. What he found is that the brain neurons only lit up in singular areas one at a time, and never simultaneously.
Davis Meyer, a professor of University of Michigan, studied the young adults in a similar experiment. He instructed them to simultaneously do math problems and classify simple words into different categories. For this experiment. Meyer found that when you think you are doing several jobs at the same time, you are actuallyswitching between jobs. Even though the people tried to do the tasks at the sametime, and both tasks were eventually accomplished, overall, the task look more time than if the person focused on a single task one at a time.
People sacrifice efficiency when multitasking, Gloria Mark set office workers as his subjects. He found that they were constantly multitasking. He observed that nearly every 11 minutes people at work were disrupted. He found that doing different jobs at the same time may actually save time. However, despite the fact that they are faster, it does not mean they are more efficient. And we are equally likely to self-interrupt as be interrupted by outside sources. He found that in office nearly every 12 minutes an employee would stop and with no reason at all,cheek a website on their computer, call someone or write an email. If they concentrated for more than 20 minutes, they would feel distressed. He suggestedthat the average person may suffer from a short concentration span. This short attention span might be natural, but others suggest that new technology may be the problem. With cellphones and computers at our sides at all times, people will never run out of distractions. The format of media, such as advertisements, music, news articles and TV shows are also shortening, so people are used to paying attention to information for a very short time
So even though focusing on one single task is the most efficient way for our brainsto work, it is not practical to use this method in real life. According to human nature, people feel more comfortable and efficient in environments with a varietyof tasks, Edward Hallowell said that people are losing a lot of efficiency in the workplace due to multitasking, outside distractions and self-distractions. As it matter of fact, the changes made to the workplace do not have to be dramatic.
No one is suggesting we ban e-mail or make employees focus on only one task. However, certain common workplace tasks, such as group meetings, would be more efficient if we banned cell-phones, a common distraction. A person can alsoapply these tips to prevent self-distraction. Instead of arriving to your office and checking all of your e-mails for new tasks, a common workplace ritual, a person could dedicate an hour to a single task first thing in the morning. Self-timing is a great way to reduce distraction and efficiently finish tasks one by one, instead of slowing ourselves down with multi-tasking.
Questions 1-5
Reading Passage 2 has six paragraphs, A-F.
Write the correct letter, A-F, in boxes 1-5 on your answer sheet
1 A B C D E F a reference to a domestic situation that does not require multitasking Answer: B
2 A B C D E F a possible explanation of why we always do multitask together Answer: E
3 A B C D E F a practical solution to multitask in work environment Answer: F
4 A B C D E F relating multitasking to the size of prefrontal cortex Answer: C
5 A B C D E F longer time spent doing two tasks at the same time than one at a time Answer: D
Questions 6-10
Look at the following statements (Questions 6-10) and the list of scientists below.
Match each statement with the correct scientist, A-E.
Write the correct letter, A-E, in boxes 6-10 on your answer sheet. NB
You may use any letter more than once.
List of Scientists
A Thomas Lehman
B Earl Miller
c David Meyer
D Gloria Mark
E Edward Hallowell
6 A B C D E When faced multiple visual stimulants, one can only concentrate on one of them. Answer: B 7 A B C D E Doing two things together may be faster but not better. Answer: D 8 A B C D E People never really do two things together even if you think you do. Answer: A 9 A B C D E The causes of multitask lie in the environment. Answer: E 10 A B C D E Even minor changes in the workplace will improve work efficiency Answer: E
Questions 11-13
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes 11-13 on your answer sheet.
A term used to refer to a situation when you are reading a text and cannot focuson your surroundings is 11 Answer: email voice .
The 12 Answer: prefrontal cortex part of the brain controls multitasking.
The practical solution of multitask in work is not to allow use of cellphone in 13 Answer: group meetings .
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This Academic IELTS Reading post focuses on solutions to IELTS Cambridge 2 Reading Test 1 Reading Passage 3 titled 'CHILDREN'S THINKING'.This is an aimed post for IELTS candidates who have great problems finding out and understanding Reading Answers in the AC module. This post can guide you the best to comprehend every Reading answer quite easily.
The two modifications together produced a jump in success rates from 30 per cent to 90 per cent for five-year-olds and from 35 per cent to 72.5 per cent for four-year-olds. For three-year- olds, for reasons that are still in need of clarification, no improvement—rather a slight drop in performance - resulted from the change.
Answers. Explanation. 28. CH. In paragraph 1, it is cited that one of 'the most eminent' (famous) ' of psychologists' , Clark Hull' claimed that the essence of reasoning lies in the putting together of two 'behaviour segments' in some novel way. Hence, the answer is CH (Clark Hull). 29.
Answer: YES Locate. 13 Hewson's modifications resulted in a higher success rate for children of all ages. Answer: NO Locate. Children's thinking reading practice test has 13 questions belongs to the Science subject. In total 13 questions, 5 questions are YES-NO-NOT GIVEN form, 8 questions are Matching Information form.
The 5.6-kilometer-long Claudius tunnel, built in 41 CE to drain the Fucine Lake in central Italy, had shafts that were up to 122 meters deep, took 11 years to build and involved approximately 30,000 workers. By the 6th century BCE, a second method of tunnel construction appeared called the counter-excavation method, in which the tunnel was ...
The Official IELTS Cambridge Book 19 Reading Practice Test 1 for Academic includes answers and is available in PDF format. This resource provides authentic practice tests to help candidates prepare effectively for the IELTS Academic reading section. At the end of each Reading answer key you will find a chart that will help you assess whether ...
This Academic IELTS Reading post focuses on solutions to IELTS Cambridge 4 Reading Test 1 Reading Passage 1 with no title and about Children's ideas about the rainforests and the implications for course design.This is a targeted post for IELTS candidates who have big problems finding out and understanding Reading Answers in the AC module. This post can guide you to the best to understand ...
Critical thinking is a key skill needed for everyday life. It should be applied to all aspects of a learner's studies, no matter their age or ability. It's a way of adding perspective, questioning intent and understanding ways of improving. Take a minute to watch this short video. It will help you to understand what we mean by Critical ...
Practice General Reading Test with Answer. Reading Practice Test 103. ... the school classroom, ideally, and the relations within it, is a model of some core aspects of citizenship. Paragraph F. A final criticism of homeschooling is that there is a public health risk. Children who attend public schools are required to have immunisations in ...
The Blog post contains the following IELTS Reading Questions: IELTS Reading Summary Completion; IELTS Reading Yes/No/Not Given; Stay informed and prepared for success - Explore our comprehensive Reading Test Info page to get valuable insights, exam format details, and expert tips for mastering the IELTS Reading section.. IELTS Reading passage - Children's Thinking
CHILDREN'S THINKING. O ne of the most eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two 'behaviour segments' in some novel way, never actually performed before, so as to reach a goal. T wo followers of Clark Hull, Howard and Tracey Kendler, devised a test for children that was ...
Student teachers could then be given the chance to come and watch the specialists in the classroom: a much more worthwhile experience than the latter sitting thinking up ideas far removed from the classroom. Then we would have fewer initiatives like the recent government proposal to teach thinking in school.
Reading Passage 1 has eight paragraphs, A-H. Choose the most suitable paragraph headings from the list of headings and write the correct letter, A-H, in boxes 1-8 on your answer sheet. 1. Cons of the commuting 2. Thing that students have to go through 3. Commutes have become common in Ireland nowadays 4.
Question: Children had problems thinking up ideas when they first created the story with Lego. Keywords: - had problems = didn't know - thinking up ideas/ created the story = know what to write about. Explain: In the same paragraph, we find the key words: "In the latest study, children first created their story with Lego with similar ...
Unlock the secrets of thinking differently in IELTS Academic Reading with Cambridge 9, Test 2, Reading Passage 3. Delve into a neuroscientist's insights on thinking outside the box. Discover the best solutions and comprehensive explanations to excel in the IELTS exam. Enhance your reading skills and broaden your perspective.
10. Focus on Critical Thinking. Developing critical thinking skills can significantly enhance your performance in the IELTS reading section. Go beyond merely understanding the text and strive to analyze, evaluate, and draw conclusions from the information presented. This includes identifying biases, recognizing the author's intent, and ...
TEST 22 READING IELTS 5 Practice Tests, Academic Set 5 . Page 150 . ... squirting water. Questions 1 - 6 . Answer the questions below. Write . NO MORE THAN THREE WORDS/AND OR A NUMBER . from the text for each answer. Write your answers in boxes . ... Critical thinking can be established in a classroom by the specific and deliberate nurturing ...
Cambridge 14 IELTS Academic Reading Test 1. View Answers. READING PASSAGE 1. You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below. THE IMPORTANCE OF CHILDREN'S PLAY. Brick by brick, six-year-old Alice is building a magical kingdom. Imagining fairy-tale turrets and fire-breathing dragons, wicked ...
This Academic IELTS Reading post focuses on solutions to IELTS Cambridge Official Guide to IELTS; Test 2 Reading Passage 1 which is titled 'The Flavor of Pleasure'.This is a targeted post for IELTS candidates who have big problems finding out and understanding Reading Answers in the AC module. This post can guide you the best to understand every Reading answer without much trouble.
Download Study Plan. "Changes in Reading Habits" - IELTS Reading Answers is based on an IELTS academic reading passage. The passage has 13 questions that must be answered in 20 minutes. The Reading section offers the chance to achieve your highest score on the IELTS exam, but only with consistent practice.
Explanation: The location of the answer is in the second line of the paragraph. 'Conversely, teachers who have a tendency to 'overdirect' can diminish their gifted pupils' learning autonomy…'. Here, 'overdirect' means 'given too much guidance'. Moreover, 'diminish' and 'lost' are synonyms. Thus, the answer is clear.
C. Questions 28-35 CHILDREN'S THINKING IELTS READING. Classify the following descriptions as referring to:-. Clark Hull CH. Howard and Tracey Kendler HTK. Michael Cole and colleagues MC. Simon Hewson SH. Write the appropriate letters in boxes 28-35 on your answer sheet. NB You may use any answer more than once.
Answer: email voice. Answer: prefrontal cortex part of the brain controls multitasking. Answer: group meetings. Multitasks reading practice test has 13 questions belongs to the Recent Actual Tests subject. In total 13 questions, 10 questions are Matching Information form, 3 questions are Summary, form completion form.
IELTS Academic Reading: Cambridge Official Guide to IELTS; Test 2 Reading passage 1; The Flavor of Pleasure; with solutions and best explanations
This Academic IELTS Reading post focuses on solutions to IELTS Cambridge Official Guide to IELTS; Test 2 Reading Passage 1 which is titled ‘ The Flavor of Pleasure ’ . This is a targeted post for IELTS candidates who have big problems finding out and understanding Reading Answers in the AC module. This post can guide you the best to understand every Reading answer without much trouble. Finding out IELTS Reading answers is a steady process, and this post will assist you in this respect.
Cambridge Official Guide to IELTS, Test 2: AC Reading Module
Reading Passage 1: Questions 1-13
The headline of the passage: The Flavor of Pleasure
Questions 1-5: Completing sentences with NO MORE THAN TWO WORDS
In this type of question, candidates are asked to write maximum two words to complete sentences on the given topic. For this type of question, first, skim the passage to find the keywords in the paragraph concerned with the answer, and then scan to find the exact word.
[TIPS: Here scanning technique will come in handy. Target the keywords of the questions to find the answers. Remember to focus on Proper nouns, random Capital letters, numbers, special characters of text etc.]
Question no. 1: According to scientists, the term ________ characterises the most critical factor in appreciating flavor.
Keywords for the question: According to scientists, term, characterises, most critical factor, appreciating flavor,
The answer can be found in lines 4-7 of paragraph no. 1, “ . . . .. . The taste, texture, and feel of food are what we tend to focus on, but most important are the slight puffs of air as we chew our food – what scientists call retronasal smell .”
Here, what scientists call = according to scientists, most important are the slight puffs of air = the most critical factor,
So, the answer is: (retronasal) smell
Question no. 2: ‘Savoury’ is a better-known word for ________.
Keywords for the question: ‘Savoury’, better-known word,
In the second paragraph, the first few lines say, “Certainly, our mouths and tongues have taste buds, which are receptors for the five basic flavors: sweet, salty, sour, bitter, and umami , or what is more commonly referred to as savory .
Here, more commonly referred to = better-known,
So, the answer is: umami
Question no. 3: The tongue was originally developed to recognise the unpleasant taste of ________.
Keywords for the question: tongue, originally developed, recognise, unpleasant taste,
In the second paragraph, lines 4-8 say, “ .. … .. But our tongues are inaccurate instruments as far as flavor is concerned. They evolved to recognise only a few basic tastes in order to quickly identify toxins , which in nature are often quite bitter or acidic sour .”
Here, evolved to recognise = originally developed to recognise, often quite bitter or acidic sour = unpleasant taste,
So, the answer is: toxins
Question no. 4: Human nasal cavities recognise _________ much better than external ones.
Keywords for the question: human nasal cavities, recognise, much better, external,
The answer to this question can be found in lines 1-7 of paragraph no. 3. The writer of the text says here, “All the complexity, nuance, and pleasure of flavor come from the sense of smell operating in the back of the nose . It’s there that a kind of alchemy occurs when we breathe up and out the passing whiffs of our chewed food. Unlike a hound’s skull with its extra-long nose, which evolved specifically to detect external scents , our noses have evolved to detect internal scents . .. …”
Here, the back of the nose = Human nasal cavities,
external scents = external ones,
detect = recognise,
So, the answer is: internal scents/ smells
Question no. 5: Gordon Shepherd uses the word ‘neurogastronomy’ to draw together a number of ________ related to the enjoyment of eating.
Keywords for the question: Gordon Shepherd, neurogastronomy, a number of, related to, enjoyment of eating,
In paragraph no. 4, lines 4-10 say, “ . . .. Yale University’s Gordon Shepherd , begun to shed light on its workings. Shepherd has come up with the term ‘neurogastronomy’ to link the disciplines of food science, neurology, psychology, and anthropology with the savory elements of eating, one of the most enjoyed of human experiences .”
Here, has come up with the term ‘neurogastronomy’ = uses the word ‘neurogastronomy’,
link = draw together,
the savory elements of eating, one of the most enjoyed of human experiences = the enjoyment of eating,
So, the answer is: disciplines
Questions 6-9: Completing notes
[ In this type of question, candidates are asked to complete different notes with NO MORE THAN TWO WORDS from the passage. Keywords are important to find answers correctly. Generally, this type of question maintains a sequence. However, we should not be surprised if the sequence is not maintained. Find the keywords in the passage and you are most likely to find the answer s.]
Questions no. 6 & 7:
Face recognition
facial recognition is key to our enjoyment of 7. _________.
Keywords for the question: face recognition, patterns of dark and light, used, put together, brain identifies, faces, key, our enjoyment of,
The answer to question no. 6 can be found in paragraph no. 5. Here, in the beginning, the author of the text says, “In many ways, he is discovering that smell is rather like face recognition . The visual system detects patterns of light and dark and, building on experience, the brain creates a spatial map . It uses this to interpret the interrelationship of the patterns and draw conclusions that allow us to identify people and places. .. .”
Here, The visual system = facial recognition, creates = put together, identify people = identifies faces,
So, the answer for question no. 6 is: spatial map
Again, in paragraph no. 6, the writer says at the opening, “This ability to appreciate specific aromas turns out to be central to the pleasure we get from food, much as our ability to recognise individuals is central to the pleasures of social life . .. ..”
Here, our ability to recognise individuals = facial recognition, central to = key to, pleasures of = enjoyment of,
So, the answer for question no. 7 is: social life
Questions no. 8 & 9:
smell is key to our enjoyment of food.
Keywords for the question: smell, receptors recognise, in food, brain, identifies, certain, key to, our enjoyment, food,
In paragraph no. 5, the author of the text says in lines 7-10, “ . .. . . In the same way, we use patterns and ratios to detect both new and familiar flavors. As we eat, specialised receptors in the back of the nose detect the air molecules in our meals . . .. .”
Here, detect = recognise, our meals = food,
So, the answer to question no. 8 is: (air) molecules
Again, In paragraph no. 5, the author of the text says in lines 10-14, “ . . .. … From signals sent by the receptors, the brain understands smells as complex spatial patterns. Using these, as well as input from the other senses, it constructs the idea of specific flavors .”
Here, it constructs the idea = the brain identifies, specific = certain,
So, the answer to question no. 8 is: flavours/ flavors
Questions 10-13: Short answer to open questions (NO MORE THAN ONE WORD)
[ In this kind of question candidates have to answer some questions, only with some conditions like NO MORE THAN THREE/TWO WORDS and/or A NUMBER or, ONE WORD ONLY. Each question has keywords that will lead to the answer. This question type generally follows a sequence. ]
Question no. 10: In what form does the brain store ‘odor objects’?
Keywords for the question: what form, brain, store, ‘odor objects’,
In paragraph no. 8, the writer says in lines 5-8, “ . .. .. Smell stimuli form what Shepherd terms ‘odor objects’ stored as ‘memories’ , and these have a direct link with our emotions. . . .”
Here, stored as = store, as = form,
So, the answer is: memories
Question no. 11: When seeing was difficult, what did we use our sense of smell to find?
Keywords for the question: seeing, was difficult, we use, our sense of smell, to find,
In lines 11-14 of paragraph no. 8, the author of the text mentions, “ . . . Go back in history and this was part of our survival repertoire; like most animals, we drew on our sense of smell, when visual information was scarce , to single out prey .”
Here, when visual information was scarce = when seeing was difficult, to single out = to find,
So, the answer is: prey
Question no. 12: Which food item illustrates how flavour and positive emotion are linked?
Keywords for the question: which food item, illustrates, how, flavour, positive emotion, linked,
For this question, we need to go to paragraph no. 9. At the end of the paragraph, the writer says, “ .. . . Consider the response to the sharpness of a lemon and compare that with the face that is welcoming the smooth wonder of chocolate .”
Here, the face that is welcoming the smooth wonder = positive emotion,
So, the answer is: chocolate
Question no. 13: What could be controlled in the future through flavour manipulation?
Keywords for the question: what, could be controlled, future, flavour manipulation,
The final lines of the final paragraph (paragraph no. 10) say, “ . .. . On the horizon we have the positive application of neurogastronomy; manipulating flavor to curb our appetites .”
Here, manipulating flavor = flavor manipulation, to curb = could be controlled,
So, the answer is: appetites
Click here for solutions to Cambridge IELTS Official Test 2 Reading Passage 2
Click here for solutions to Cambridge IELTS Official Test 2 Reading Passage 3
4 thoughts on “ IELTS Academic Reading: Cambridge Official Guide to IELTS; Test 2 Reading passage 1; The Flavor of Pleasure; with solutions and best explanations ”
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hello, there is no ‘social life’ in the passage. but answer for Q7 is social life. why?
in paragraph no. 6, the writer says at the opening, “This ability to appreciate specific aromas turns out to be central to the pleasure we get from food, much as our ability to recognise individuals is central to the pleasures of social life. .. ..”
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Changes in Reading Habits – IELTS Reading Answers
14 min read
Updated On Jul 16, 2024
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Table of Contents
Reading passage.
- Changes in Reading Habits – IELTS Reading Answers with Location and Explanations
- Tips for Answering the Question Types in the Changes in Reading Habits – IELTS Reading Answers
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“Changes in Reading Habits” – IELTS Reading Answers is based on an IELTS academic reading passage. The passage has 13 questions that must be answered in 20 minutes. The Reading section offers the chance to achieve your highest score on the IELTS exam, but only with consistent practice. To maximize your results, it’s important to learn strategies for approaching and successfully answering the various question types.
Practicing with sample IELTS reading questions from previous exams is an excellent way to prepare for the test. Going through past questions will help you get comfortable with the various question types and test your reading comprehension skills.
Let’s use the academic passage “Changes in Reading Habits” to gauge how easily you can complete an IELTS reading test in 20 minutes. If you find it challenging, try additional IELTS reading practice tests from IELTSMaterial.com.
The “Changes in Reading Habits” passage contains the following question types:
- Multiple Choice Question (Q. 1 – 4)
- Summary Completion (Q. 5 – 9)
- TRUE/FALSE/Not Given (Q. 10 – 13)
Changes in Reading Habits
What are the implications of the way we read today?
Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers. Younger school-aged children read stories on smartphones; older kids don’t read at all, but hunch over video games. Parents and other passengers read on tablets or skim a flotilla of email and news feeds. Unbeknown to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing and this has implications for everyone from the pre-reading toddler to the expert adult.
As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago. That circuit evolved from a very simple mechanism for decoding basic information, like the number of goats in one’s herd, to the present, highly elaborated reading brain. My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential ‘deep reading’ processes may be under threat as we move into digital-based modes of reading.
This is not a simple, binary issue of print versus digital reading and technological innovations. As MIT scholar Sherry Turkle has written, we do not err as a society when we innovate but when we ignore what we disrupt or diminish while innovating. In this hinge moment between print and digital cultures, society needs to confront what is diminishing in the expert reading circuit, what our children and older students are not developing, and what we can do about it.
We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language; it needs an environment to develop. Further, it will adapt to that environment’s requirements – from different writing systems to the characteristics of whatever medium is used. If the dominant medium advantages processes that are fast, multi-task oriented and well-suited for large volumes of information, like the current digital medium, so will the reading circuit. As UCLA psychologist Patricia Greenfield writes, the result is that less attention and time will be allocated to slower, time-demanding deep reading processes.
Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19th and 20th centuries in favour of something simpler as they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ ‘cognitive impatience’, however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts.
Multiple studies show that digital screen use may be causing a variety of troubling downstream effects on reading comprehension in older high school and college students. In Stavanger, Norway, psychologist Anne Mangen and colleagues studied how high school students comprehend the same material in different mediums. Mangen’s group asked subjects questions about a short story whose plot had universal student appeal; half of the students read the story on a tablet, the other half in paperback. Results indicated that students who read on print were superior in their comprehension to screen-reading peers, particularly in their ability to sequence detail and reconstruct the plot in chronological order.
Ziming Liu from San Jose State University has conducted a series of studies which indicate that the ‘new norm’ in reading is skimming, involving word-spotting and browsing through the text. Many readers now use a pattern when reading in which they sample the first line and then word-spot through the rest of the text. When the reading brain skims like this, it reduces time allocated to deep reading processes. In other words, we don’t have time to grasp complexity, to understand another’s feelings, to perceive beauty, and to create thoughts of the reader’s own.
The possibility that critical analysis, empathy and other deep reading processes could become the unintended ‘collateral damage’ of our digital culture is not a straightforward binary issue about print versus digital reading. It is about how we all have begun to read o various mediums and how that changes not only what we read, but also the purposes for which we read. Nor is it only about the young. The subtle atrophy of critical analysis and empathy affects us all equally. It affects our ability to navigate a constant bombardment of information. It incentivizes a retreat to the most familiar stores of unchecked information, which require and receive no analysis, leaving us susceptible to false information and irrational ideas.
There’s an old rule in neuroscience that does not alter with age: use it or lose it. It is a very hopeful principle when applied to critical thought in the reading brain because it implies choice. The story of the changing reading brain is hardly finished. We possess both the science and the technology to identify and redress the changes in how we read before they become entrenched. If we work to understand exactly what we will lose, alongside the extraordinary new capacities that the digital world has brought us, there is as much reason for excitement as caution.
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Questions 1-4
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1 What is the writer’s main point in the first paragraph?
- Our use of technology is having a hidden effect on us.
- Technology can be used to help youngsters to read.
- Travellers should be encouraged to use technology on planes.
- Playing games is a more popular use of technology than reading.
2 What main point does Sherry Turkle make about innovation?
- Technological innovation has led to a reduction in print reading.
- We should pay attention to what might be lost when innovation occurs.
- We should encourage more young people to become involved in innovation.
- There is a difference between developing products and developing ideas.
3 What point is the writer making in the fourth paragraph?
- Humans have an inborn ability to read and write.
- Reading can be done using many different mediums.
- Writing systems make unexpected demands on the brain.
- Some brain circuits adjust to whatever is required of them.
4 According to Mark Edmundson, the attitude of college students
- has changed the way he teaches.
- has influenced what they select to read.
- does not worry him as much as it does others.
- does not match the views of the general public.
Questions 5 – 9
Studies on Digital screen use
There have been many studies on digital screen use, showing some 5 ………………… trends. Psychologist Anne Mangen gave high-school students a short story to read, half using digital and half using print mediums. Her team then used a question-and-answer technique to find out how 6 ………………… each group’s understanding of the plot was. The findings showed a clear pattern in the responses, with those who read screens finding the order of information 7 ………………… to recall.
Studies by Ziming Liu show that students are tending to read 8 ………………… words and phrases in a text to save time. This approach, she says, gives the reader a superficial understanding of the 9 ………………… content of material, leaving no time for thought.
- isolated
Questions 10 – 13
- The medium we use to read can affect our choice of reading content.
- Some age groups are more likely to lose their complex reading skills than others.
- False information has become more widespread in today’s digital era.
- We still have opportunities to rectify the problems that technology is presenting.
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Changes in Reading Habits – IELTS Reading Answers with Location and Explanations
Read further for the explanations and location of the ‘Changes in Reading Habits’ IELTS Reading answer!
1 Answer: A
Question type: Multiple-choice questions Answer location: Paragraph Answer Explanation: The first paragraph mentions that the author provides some compelling examples of how we use technology in our daily lives. Then in lines 4-5, the text states, “Unbeknown to most of us, an invisible, game-changing transformation connects everyone in this picture…” In this context, “Unbeknown to most of us, an invisible, game-changing transformation” refers to a hidden effect. Therefore, the answer is A: Our use of technology is having a hidden effect on us.
2 Answer: C
Question type: Multiple-choice questions Answer location: Paragraph 3 Answer explanation : The reference to Sherry Turkle is in paragraph 3. Specifically, in lines 3-5 it states: “…In this hinge moment between print and digital cultures, society needs to confront what is diminishing in the expert reading circuit, what our children and older students are not developing, and what we can do about it.” The final lines here imply that we should be attentive to what might be lost or diminished as innovation takes place. Therefore, the answer is B: We should pay attention to what might be lost when innovation occurs.
3 Answer: D
Question type: Multiple-choice questions Answer location: Paragraph 4 Answer explanation : The answer is found in the opening lines of paragraph 4, where the author states: “We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language; it needs an environment to develop. Further, it will adapt to that environment’s requirements – …” In this context, “the reading circuit” refers to some brain circuits, and “it will adapt to that environment’s requirements” means these circuits adjust to whatever is required of them. Therefore, the answer is D: Some brain circuits adjust to whatever is required of them.
4 Answer: B
Question type: Multiple choice questions Answer location: Paragraph 5 Answer explanation: The answer is located in paragraph 5. Specifically, lines 2-4 state: “…English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19th and 20th centuries in favor of something simpler as they no longer have the patience to read longer, denser, more difficult texts…” In this excerpt, “college students actively avoid classic literature” implies that the attitude of college students has influenced what reading materials they select. Therefore, the answer is B: The attitude of college students has influenced what they select to read.
5 Answer: D
Question type: Summary Completion Answer location: Paragraph 6 Answer explanation: In paragraph 6, lines 1-2 state: “Multiple studies show that digital screen use may be causing a variety of troubling downstream effects on reading comprehension in older high school and college students…” In this excerpt, “Multiple studies” refers to many studies, and “troubling downstream effects” indicates worrying trends. Therefore, the answer is D: worrying.
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6 Answer: H
Question type: Summary Completion Answer location: Paragraph 6 Answer explanation: In paragraph 6, lines 3-6, the author explains: “…In Stavanger, Norway, psychologist Anne Mangen and her colleagues studied how high school students comprehend the same material in different mediums. Mangen’s group asked subjects questions about a short story whose plot had universal student appeal; half of the students read the story on a tablet, the other half in paperback…” In this excerpt, “how high school students comprehend” refers to how thorough each group’s understanding of the plot was. “Half of the students read the story on a tablet” means half used a digital medium, and “other half in paperback” means the other half used print. “Asked subjects questions” refers to using a question-and-answer technique. Therefore, the answer is H: thorough.
7 Answer: F
Question type: Summary Completion Answer location: Paragraph 6 Answer explanation: The answer is in paragraph 6, lines 6-8: “…Results indicated that students who read on print were superior in their comprehension to screen-reading peers, particularly in their ability to sequence detail and reconstruct the plot in chronological order.” In this excerpt, “students who read on print were superior in their comprehension to screen-reading peers” means those who read screens found the order of information hard to recall. Therefore, the answer is F: hard.
8 Answer: B
Question type: Summary Completion Answer location: Paragraph 7 Answer explanation: In paragraph 7, lines 1-5 state: “Ziming Liu from San Jose State University has conducted a series of studies which indicate that the ‘new norm’ in reading is skimming, involving word-spotting and browsing through the text. Many readers now use a pattern when reading in which they sample the first line and then word-spot through the rest of the text. When the reading brain skims like this, it reduces time allocated to deep reading processes…” In this excerpt, “word-spot through the rest of the text” means reading isolated words and phrases, and “it reduces time” refers to saving time. Therefore, the answer is B: isolated.
9 Answer: C
Question type: Summary Completion Answer location: Paragraph 7 Answer explanation: In paragraph 7, lines 5-6 state: “…In other words, we don’t have time to grasp complexity, to understand another’s feelings, to perceive beauty, and to create thoughts of the reader’s own.” In this excerpt, “we don’t have time to grasp complexity” refers to superficial understanding, and “understand another’s feelings” means understanding the emotional content of material. Therefore, the answer is C: emotional.
10 Answer : Yes
Question type: True/ False/ Not Given Answer location: Paragraph 8 Answer explanation: In paragraph 8, lines 3-4 state: “…It is about how we all have begun to read on various mediums and how that changes not only what we read, but also the purposes for which we read…” In this excerpt, “how that changes not only what we read” means the medium we use to read can affect our choice of reading content. Therefore, the answer is YES.
11 Answer: No
Question type: Yes/ No/ Not Given Answer location: Paragraph 9 Answer explanation: The first line of paragraph 9 provides the answer: “There’s an old rule in neuroscience that does not alter with age: use it or lose it…” In this excerpt, “does not alter with age” means it is equal for all age groups, and “use it or lose it” refers to using reading skills or losing them. Therefore, the answer is NO.
12 Answer: Not Given
Question type: Yes/ No/ Not Given Answer location: NA Answer explanation: The final paragraph does not provide any information about whether false information has become more or less widespread in the digital era today. Therefore, the answer is NOT GIVEN.
13 Answer: Yes
Question type: Yes/ No/ Not Given Answer location: NA Answer explanation: In lines 3-4 of the final paragraph, the author states: “…The story of the changing reading brain is hardly finished. We possess both the science and the technology to identify and readdress the changes in how we read before they become entrenched…” In this excerpt, “hardly finished” means there are still opportunities, and “readdress the changes” refers to rectifying the problems. Therefore, the answer is YES.
Master the IELTS Reading Test with our comprehensive, up-to-date IELTS Reading Academic Book for high scores on the academic module.
Tips for Answering the Question Types in the Changes in Reading Habits – IELTS Reading Answers
Now that you know the ‘Changes in Reading Habits – IELTS Reading Answers’ with its explanation, let us check out some quick IELTS exam preparation tips to answer the 2 question types in the Changes in Reading Habits – IELTS Reading Answers.
Multiple Choice Questions
IELTS Reading multiple choice questions requires identifying the correct answer from a list of options. Here are 5 tips for answering them effectively:
- Read the question stem carefully and predict the answer before looking at the options.
- Skim the text to locate the paragraph where the answer is found. Don’t read it in detail yet.
- Read the options and eliminate any that are clearly incorrect.
- Now read the relevant paragraph in detail to identify the answer.
- If unsure between two options, re-read the question stem and determine which option answers it best. Don’t leave any question unattempted.
Summary Completion
IELTS Reading summary completion questions require completing a summary of the passage using words from a box. Here are 5 tips:
- Read the incomplete summary to understand what it is about.
- Skim the passage to find the sections summarizing its main ideas.
- Read these sections carefully and match the main points to the gaps in the summary.
- Eliminate any clearly mismatching words from the box.
- Select the remaining words that appropriately fill in the blanks. Read the completed summary to ensure it makes sense. Attempt all gaps
True / False/ Not Given
IELTS Reading True/False/Not Given questions require determining if a statement is true, false, or not mentioned in the passage. Here are 5 tips:
- Read the statement attentively and try to predict true, false, or not given before looking at the text.
- Scan the passage to locate the relevant section. Don’t read it closely yet.
- Carefully read the key sentences to check if they match or contradict the statement.
- Choose true if the statement agrees with the text, false if it contradicts the text.
- Select not given if there is no clear information in the passage to verify the statement as true or false. Leave no question unanswered.
Additional IELTS Reading Answers Topics
Here are some of the most recent and popular IELTS Reading topics, which have also been featured on recent IELTS exams.
- What Does the Consumer Think?- IELTS Reading Answers | IELTSMaterial.com
- Communicating in Colour, The Pursuit of Happiness, The Deep Sea Reading Answers
- Neuroaesthetics – IELTS Reading Answers
- The Phoenicians: An Almost Forgotten People Reading Answers
- Bilingualism in Children, Changing Rules for Health Treatment, The Romantic Poets Reading Answers
Practice IELTS Academic Reading based on question types
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Home / IELTS Reading Practice Tests / IELTS Reading Practice Test 4 / Page 2
IELTS Reading Practice Test 4
Is it any wonder that there are teacher shortages? Daily, the press carries reports of schools going on four-day weeks simply because they cannot recruit enough teachers. But why? There is no straightforward answer. For a start, fewer students are entering teacher-training courses when they leave school. But can you blame young people after the barracking faced by the teaching profession in the UK over the last decade? The attack, relentless in the extreme, has been on several fronts. Government inspectors, by accident or design, have been feeding the media a constant stream of negative information about the teaching establishments in this country. Teachers also come in for a lot of flak from politicians. And the government wonders why there are problems in schools.
The government’s obvious contempt for the teaching profession was recently revealed by one of the most powerful people in government when she referred to schools as ‘bog standard comprehensives’. Hardly the sort of comment to inspire parents or careers advisers seeking to direct young people’s future. Would you want to spend your working life in a dead-end profession? The government doesn’t seem to want you to either.
On the administrative side, most teachers are weighed down by an increasing flow of bureaucracy. Cynicism would have me believe that this stops teachers from fomenting dissent as they are worn out by useless administrative exercises. Most teachers must then also be cynics!
Teacher bashing has, unfortunately, spread to youngsters in schools as the recent catalogue of physical attacks on teachers will testify. If grown-ups have no respect for the teaching profession, young people can hardly be expected to think any differently. The circle is then squared when, as well as experienced, competent teachers being driven out of the profession by the increased pressure and stress; fewer students are applying for teacher-training courses.
Increased salaries are certainly welcome, but they are not the complete answer to a sector in crisis. Addressing the standing of the profession in the eyes of the public is crucial to encourage experienced teachers to remain in the classroom and to make it an attractive career option for potential teachers once again. It might also be a good idea for the relevant ministers to go on a fact-finding mission and find out from teachers in schools, rather than relying overmuch on advisers, as to what changes could be brought about to improve the quality of the education service. Initiatives in the educational field surprisingly come from either politicians who know little about classroom practice or educational theorists who know even less, but are more dangerous because they work in the rarefied air of universities largely ignorant of classroom practice.
Making sure that nobody without recent classroom experience is employed as a teacher-trainer at any tertiary institution would further enhance the teaching profession. If someone does not have practical experience in the classroom, they cannot in all seriousness propound theories about it. Instead of being given sabbaticals to write books or papers, lecturers in teacher-training establishments should be made to spend a year at the blackboard or, these days, the whiteboard. This would give them practical insights into current classroom practice. Student teachers could then be given the chance to come and watch the specialists in the classroom: a much more worthwhile experience than the latter sitting thinking up ideas far removed from the classroom. Then we would have fewer initiatives like the recent government proposal to teach thinking in school. Prima facie , this is a laudable recommendation. But, as any practising teacher will tell you, this is done in every class. Perhaps someone needs to point out to the academic who thought up the scheme that the wheel has been around for some time.
In the educational field, there is surprisingly constant tension between the educational theorists and government officials on the one hand, who would like to see teachers marching in unison to some greater Utopian abstraction and, on the other, practising teachers. Any experienced classroom practitioner knows that the series of initiatives on teaching and learning that successive governments have tried to foist on schools and colleges do not work.
Questions 16-22 Complete the summary below of the first four paragraphs of Reading Passage 2. Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 16-22 on your answer sheet.
Is it surprising that there is a 16 of teachers? Schools do not have enough teachers, but what are the reasons for this? To begin with, fewer students are going into 17 after finishing school. But this is not young people’s fault. The 18 of teaching has been under constant attack over the last ten years. The government’s lack of respect for the profession is 19 . Moreover, administratively, the flow of bureaucracy is 20 . Even pupils in schools have no respect for those who teach them, as a 21 series of assaults on teachers shows. The growing strain and stress means that, as well as fewer applications for teacher-training courses, teachers who have experience and are 22 are also being driven out.
Questions 23-29 In boxes 23-29 on your answer sheet, write
YES if the statement agrees with 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
23 More students are entering teacher-training courses. Yes No Not given 24 The government is right to be surprised that there are problems in schools. Yes No Not given 25 Teachers are too weighed down by administrative duties to stir up trouble. Yes No Not given 26 All teachers are cynics. Yes No Not given 27 Politicians are not as dangerous as educational theorists, who know even less than the former about educational theory. Yes No Not given 28 Any experienced classroom practitioner knows that the initiatives on teaching and learning that governments have tried to impose on schools do not work. Yes No Not given 29 The government’s attitude with regard to teachers is of great interest to the general public. Yes No Not given
Question 30 Choose the appropriate letter A-D and write it in box 30 on your answer sheet.
Which one of the following is the most suitable title for the passage? A Politicians and teachers B A profession undervalued C Recruitment difficulties in the teaching profession D Teacher-training needs improvement
For this task: Answers with explanations :: Vocabulary
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Answers and Explanations for Cam 14 Reading Test 1
Cambridge ielts reading with explanations
1. Creativity
Question: “building a ‘magical kingdom’ may help develop 1 …………………”
– building a ‘magical kingdom’ = this fantasy
– develop = take her first steps towards
– The phrase “magical kingdom” is put in the double quotes, implying it is emphasized as a phrase used in the text. As we can easily locate the phrase in the first sentence of the passage, we should pay attention to the first paragraph. What we need to focus on now is what the fantasy of building a magical kingdom can help develop, referring to its benefits in the future. The answer should be mentioned in the next sentences, after describing what building a magical kingdom is like. In those sentences, “take first steps towards her capacity” can be understood as “develop”, and it refers to “creativity”.
Question: board games involve 2 ………………. and turn-taking
Keywords: board games, turn-taking = takes turn
– We have to find information referring to board games. It is in the last sentence of paragraph 2 (we use scanning skills to find the word “board game” in the passage): “When they tire of this and settle down with a board game, she’s learning how to follow the rules and take turns with a partner”. So with board games, a child can learn to “follow the rules” and “take turns” (it means “turn-taking”, which is mentioned already as one of the two things involved). As the word needed should be a noun (after “involve”) and the task asks for one word only, it must be “rules”.
Question: Recent changes affecting children’s play: populations of 3 ………………. have grown.
– Recent changes = in changing times
– Populations = the people in the world
– have grown = over half
– Remember that question 3 belongs to the section “Recent changes affecting children‟s play”, so we should focus on the part of the passage where the author mentions “changes”, which is paragraph 5. Here, the author refers to “changing times”. “Population” means “the number of people or a species living in a certain area”. The word needed here should be a noun referring to a place or a species. In paragraph 5, the writer confirms that “over half of people in the world now live in cities”, implying the number of people living in cities has increased/ grown compared to the past.
Question: opportunities for free play are limited due to fear of 4 ………………..
– opportunities for free play = outdoor play
– limited = curtailed
– fear = perceptions of risk
Question : fear of 5 ………………
Keywords : fear = wish to protect their children from being the victims of crime
6. competition
Question : increased 6 ……………. in schools
– increased = greater
– in schools = in academic learning and schools
– The author mentions “Opportunities for free play” by saying that they “are becoming increasingly scarce” and “outdoor play is curtailed” in the second and third sentence in paragraph 5. “Curtail” means to reduce something with the result that we can no longer continue to do it. So we can assume it is replaced by the word “limited” here. Therefore, we should focus on those sentences to find the reasons for that. Reasons which are listed include “perception of risk to do with traffic”, “parents wish to protect their children from being victims of crime” and “greater competition in academic learning and schools”. “Perception of risk” and “wish to protect their children from something” should be considered as fears. Therefore, “traffic” and “crime” are the answers for Question 4 and 5 (One word only and it should be a noun – after preposition “of”). The third reason mentioned is “greater competition” in schools and “greater” can be understood as “increased”, so the answer for Question 6 is “competition”
7. evidence
Question : it is difficult to find 7 ……………… to support new policies
– difficult to find = lack
– support new policies = base policies on
– New policies are mentioned in paragraph 6, so we should pay attention here. As the word “difficult” is mentioned, we need to look for difficulties or disadvantages of supporting new policies. At first, the author mentions all the advantages, then he uses “but”, implying an added statement, usually something different from what he said before, so we can assume the next statement will be a disadvantage so we should focus here. “But what we often lack is the evidence to base policies on”. The phrase “to base policies on” can be considered as “to support new policies”, and “what they lack” means “it is difficult to find”, so the answer is “evidence”.
Question : research needs to study the impact of play on the rest of the child’s 8 …………….
– research need to study = very little data on
– the rest of = later
– As the word needed is put behind a possessive adjective (child’s), we need to look for a noun referring to the child. Paragraph 7 talks about the long – term impact of play. In the last sentence, the author explains that “long-term impact of play” means “the impact of play on the child’s later life” while “later” refers to “the rest”. Therefore, what is needed to fill in the blank here is “life”.
Question : Children with good self-control are known to be likely to do well at school later on.
– Children with good self-control = the ability to self-regulate.
– are know to be likely = has been shown to be.
– to do well = a key predictor.
– school = academic performance.
Explain : Find the paragraph beginning: “In a study carried out by Baker….” This was a study of very young pre-school children. The study found that “children with greater self-control solved problems more quickly..” According to the next paragraph, play is therefore very significant for education, “because the ability to self-regulate (= to control oneself) has been shown to be a key predictor of academic performance”. So, developing good self-control through play means that children are likely to do well academically in school later on
Question : The way a child plays may provide information about possible medical problems.
– The way a child play = playful behaviour
– provide information = give us important clues
– possible medical problems = their wellbeing; the diagnosis of…
– Find the paragraph beginning: “Gibson adds…” This is about the way that children play or, in other words, “playful behaviour”. We are told that this can indicate the healthy social and emotional development of children. Observing how children play “can give us important clues (= provide information) about their well-being and can even be useful in the diagnosis of neurodevelopmental disorders like autism”. Autism is an example of a medical problem. Therefore, a child’s behaviour during play may give information to help identify medical problems.
11. Not given
Question : Playing with dolls was found to benefit girls’ writing more than boys’ writing.
Keywords : dolls, benefit, writing
Explain : Find the paragraph beginning: “Whitebread’s recent research…” This is about using play to support children’s writing, because “Children wrote longer and better-structured stories when they first played with dolls representing characters in the story”. So, playing with dolls benefits the writing of children in general, but we are not told if this benefits girls more than boys.
Question: Children had problems thinking up ideas when they first created the story with Lego.
– had problems = didn’t know
– thinking up ideas/ created the story = know what to write about
Explain: In the same paragraph, we find the key words: “In the latest study, children first created their story with Lego with similar results. Many teachers commented that they had always previously had children saying they didn’t know what to write about. With the Lego building, however, not a single child said this….” So, using Lego to think up ideas (= create their story), children then had no problems with ideas for their stories.
Question : People nowadays regard children’s play as less significant than they did in the past.
– children’s play = play
– significant = importance
– less = has been lost
Explain : We find the answer in the last paragraph: “Somehow the importance of play has been lost in recent decades. It’s regarded as something trivial, or even as something negative that contrasts with work.” In recent decades, attitudes to play have, therefore, changed. It is now considered to be something unimportant or even negative. In contrast, people in the past thought that it was more important.
THE IMPORTANCE OF CHILDREN’S PLAY
Brick by brick, six-year-old Alice is building a magical kingdom. Imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she’s creating an enchanting world. Although she isn’t aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life (Q1).
Minutes later, Alice has abandoned the kingdom in favour of playing schools with her younger brother. When she bosses him around as his ‘teacher’, she’s practising how to regulate her emotions through pretence. Later on, when they tire of this and settle down with a board game, she’s learning about the need to follow rules and take turns with a partner (Q2) .
‘Play in all its rich variety is one of the highest achievements of the human species,’ says Dr David Whitebread from the Faculty of Education at the University of Cambridge, UK. ‘It underpins how we develop as intellectual, problem-solving adults and is crucial to our success as a highly adaptable species.’
Recognizing the importance of play is not new: over two millennia ago, the Greek philosopher Plato extolled its virtues as a means of developing skills for adult life, and ideas about play-based learning have been developing since the 19th century.
But we live in changing times, and Whitebread is mindful of a worldwide decline in play, pointing out that over half the people in the world now live in cities (Q3). ‘The opportunities for free play, which I experienced almost every day of my childhood, are becoming increasingly scarce,’ he says. Outdoor play is curtailed by perceptions of risk to do with traffic (Q4), as well as parents’ increased wish to protect their children from being the victims of crime (Q5) , and by the emphasis on ‘earlier is better’ which is leading to greater competition in academic learning and schools (Q6).
International bodies like the United Nations and the European Union have begun to develop policies concerned with children’s right to play, and to consider implications for leisure facilities and educational programmes. But what they often lack is the evidence to base policies on (Q7) .
‘The type of play we are interested in is child-initiated, spontaneous and unpredictable – but, as soon as you ask a five-year-old “to play”, then you as the researcher have intervened,’ explains Dr Sara Baker. ‘And we want to know what the long-term impact of play is. It’s a real challenge.’
Dr Jenny Gibson agrees, pointing out that although some of the steps in the puzzle of how and why play is important have been looked at, there is very little data on the impact it has on the child’s later life (Q8) .
Now, thanks to the university’s new Centre for Research on Play in Education, Development and Learning (PEDAL), Whitebread, Baker, Gibson and a team of researchers hope to provide evidence on the role played by play in how a child develops.
‘A strong possibility is that play supports the early development of children’s self-control,’ explains Baker. ‘This is our ability to develop awareness of our own thinking progresses – it influences how effectively we go about undertaking challenging activities.’
In a study carried out by Baker with toddlers and young pre-schoolers, she found that children with greater self-control solved problems more quickly when exploring an unfamiliar set-up requiring scientific reasoning. ‘This sort of evidence makes up think that giving children the chance to play will make them more successful problem-solvers in the long run.’
If playful experiences do facilitate this aspect of development, say the researchers, it could be extremely significant for educational practices, because the ability to self-regulate has been shown to be a key predictor of academic performance (Q9) .
Gibson adds: ‘Playful behavior is also an important indicator of healthy social and emotional development. In my previous research, I investigated how observing children at play can give us important clues about their well-being and can even be useful in the diagnosis of neurodevelopmental disorders like autism.’ (Q10)
Whitebread’s recent research has involved developing a play-based approach to supporting children’s writing. ‘Many primary school children find writing difficult, but we showed in a previous study that a playful stimulus was far more effective than an instructional one.’ Children wrote longer and better-structured stories when they first played with dolls representing characters in the story (Q11) . In the latest study, children first created their story with Lego*, with similar results. ‘Many teachers commented that they had always previously had children saying they didn’t know what to write about. With the Lego building, however, not a single child said this through the whole year of the project.’ (Q12)
Whitebread, who directs PEDAL, trained as a primary school teacher in the early 1970s, when, as he describes, ‘the teaching of young children was largely a quiet backwater, untroubled by any serious intellectual debate or controversy.’ Now, the landscape is very different, with hotly debated topics such as school starting age.
‘Somehow the importance of play has been lost in recent decades (Q13). It’s regarded as something trivial, or even as something negative that contrasts with “work”. Let’s not lose sight of its benefits, and the fundamental contributions it makes to human achievements in the arts, sciences and technology. Let’s make sure children have a rich diet of play experiences.’
———————————- * Lego: coloured plastic building blocks and other pieces that can be joined together
Question : a description of how people misused a bike-sharing scheme.
Keywords : people, misused, bike-sharing, scheme
Explain : Paragraph E states that: “The system was prone to vandalism and theft”. This means that people damaged and stole bikes from the scheme, thus both can be called actions of misusing the scheme. Therefore, the answer is E.
Question : an explanation of why a proposed bike-sharing scheme was turned down.
Keywords : explanation, proposed, bike-sharing scheme, turned down
– Paragraph C states that: “the council unanimously rejected the plan”.
– Turn down = rejected, Scheme = plan
– The author further explains that the council turned down the plan because they believed bikes were a thing of the past. Thus, paragraph C gives an explanation of why a proposed bike-sharing scheme was turned down.
Question : a reference to a person being unable to profit from their work
Keywords : reference, person, unable, work, profit = benefit
Explain : We can find information relating to profit in both paragraphs E and F. In paragraph E, we know that the chip card wasn’t profitable, but it is irrelevant to, a person being unable to profit from their work. In paragraph F, however, we know that Schimmelpennink financially “didn’t really benefit from it” (it refers to his bike-sharing programme). Thus, Schimmelpennink didn’t profit from his work.
Question : an explanation of the potential savings a bike-sharing scheme would bring
Keywords : explanation, potential, savings, bike-sharing scheme
Explain : Schimmelpennink stated in paragraph C that his bike-sharing scheme “would cost the municipality only 10% of what it contributed to public transport per person per kilometre”. This suggests that the benefits of the scheme were much greater than the cost, hence it would save a lot of resources. This can be considered “the potential savings” of this scheme. Therefore, the answer is C.
Question : a reference to the problems a bike-sharing scheme was intended to solve.
Keywords : reference, bike-sharing scheme, intended, solve, problems = threats
Explain : The purposes of a bike-sharing scheme are mentioned in paragraph A: “the scheme…was an answer to the perceived threats of air pollution and consumerism”. Hence, air pollution and consumerism are two problems that the scheme was intended to solve.
Question : Which TWO of the following statements are made in the text about the Amsterdam bike-sharing scheme of 1999?
D It was made possible by a change in people’s attitudes.
Keywords : two, statements, Amsterdam, bike-sharing, scheme, 1999
B It failed when a partner in the scheme withdrew support.
– withdrew support = has lost interest
– partner = business partner
Explain 19, 20 :
– While there are a few mentions of the Amsterdam bike-sharing scheme in the text, we need to find information about the 1999 scheme, not the initial one. We can find this in paragraph D onwards.
– Schimmelpennink and his scheme “succeeded in arousing the interest of the Dutch Ministry of Transport”, so A is incorrect.
– Schimmelpennink said “times had changed”, referring to people’s change in attitudes towards the environment. This, combined with the success of the Danish bike-sharing scheme, led to the introduction of the new Amsterdam scheme in 1999. In other words, it was made possible by a change in people’s attitudes. Thus, D is one correct answer.
– Paragraph E mentions several problems faced by the scheme: vandalism, theft, and most importantly, Postbank’s withdrawal from the scheme. We know this because: “Postbank decided to abolish the chip card” and “the business partner had lost interest”. This was “the biggest blow” to the scheme, and the scheme could not continue. Therefore, B is correct.
Question : Which TWO of the following statements are made in the text about Amsterdam today?
E The city has a reputation as a place that welcomes cyclists.
Keywords : two, statements, Amsterdam, today
D A bike-sharing scheme would benefit residents who use public transport.
Keywords: residents who use public transport = people who travel on the underground.
Explain 21-22 :
– We can easily find the phrase, Amsterdam today at the beginning of paragraph G.
– “38% of all trips are made by bike”, but we cannot be sure that more trips in the city are made by bike than by any other form of transport, so C is incorrect.
– “it is regarded as one of the two most cycle-friendly capitals in the world”, which means Amsterdam is known as a place that welcomes cyclists. Thus, E is correct.
– Schimmelpennick also mentions the need for a bike-sharing scheme in Amsterdam today because “people who travel on the underground don’t carry their bike around. But often they need additional transport to reach their final destination”. People using the underground are, residents who use public transport, and they would benefit from the scheme. Thus, D is correct.
23. Activists
Question : The first bike-sharing scheme was the idea of the Dutch group Provo. The people who belonged to this group were 23……………
– was the idea of = came up with the idea
– the Dutch group = a group of Dutch
– “This group” refers to the Dutch group, Provo. We can find information about Provo in paragraph A. Here, it is stated that Provo “was a group of Dutch activists”, so “activists” is the answer.
24. Consumerism
Question: They were concerned about damage to the environment and about 24…………….
Keywords : damage to environment = perceived threats of air pollution
– Provo activists believed that the scheme would help to deal with air pollution and consumerism. This means that they are concerned about these two problems, and suggested a solution. Because air pollution can be understood as damage to the environment, the missing word in the blank is consumerism.
25. Leaflets
Question : As well as painting some bikes white, they handed out 25……………… that condemned the use of cars.
– handed out = distributed
– condemned = describing
– the use of cars = the dangers of cars
– The word “condemn” means “disapprove”. It is stated that Provo activists “distributed leaflets describing the dangers of cars”, meaning these leaflets disapproved (or condemned) the use of cars.
Question : However, the scheme was not a great success: almost as quickly as Provo left the bikes around the city, the 26…………….. took them away.
– as quickly as = as soon as
– took away = remove
– left the bikes around the city = the white bikes were distributed around the city
– Need N: the + N
– Paragraph B describes the scheme’s problems, one of which is that the police removed the bikes “as soon as the white bikes were distributed around the city”. Therefore, it is clear that the answer is “police”.
The growth of bike-sharing schemes around the world
How Dutch engineer Luud Schimmelpennink helped to devise urban bike-sharing schemes
The original idea for an urban bike-sharing scheme dates back to a summer’s day in Amsterdam in 1965. Provo, the organization that came up with the idea, was a group of Dutch activists who wanted to change society (Q23) . They believed the scheme, which was known as the Witte Fietsenplan, was an answer to the perceived threats of air pollution and consumerism (Q18, Q24) . In the centre of Amsterdam, they painted a small number of used bikes white. They also distributed leaflets describing the dangers of cars and inviting people to use the white bikes (Q25) . The bikes were then left unlocked at various locations around the city, to be used by anyone in need of transport.
Luud Schimmelpennink, a Dutch industrial engineer who still lives and cycles in Amsterdam, was heavily involved in the original scheme. He recalls how the scheme succeeded in attracting a great deal of attention – particularly when it came to publicising Provo’s aims – but struggled to get off the ground. The police were opposed to Provo’s initiatives and almost as soon as the white bikes were distributed around the city, they removed them (Q26) . However, for Schimmelpennink and for bike-sharing schemes in general, this was just the beginning. ‘The first Witte Fietsenplan was just a symbolic thing,’ he says. ‘We painted a few bikes white, that was all. Things got more serious when I became a member of the Amsterdam city council two years later.’
Schimmelpennink seized this opportunity to present a more elaborate Witte Fietsenplan to the city council. ‘My idea was that the municipality of Amsterdam would distribute 10,000 white bikes over the city, for everyone to use,’ he explains. ‘I made serious calculations. It turned out that a white bicycle – per person, per kilometer – would cost the municipality only 10% of what it contributed to public transport per person per kilometer.’ (Q17) Nevertheless, the council unanimously rejected the plan. ‘They said that the bicycle belongs to the past. They saw a glorious future for the car,’(Q15) says Schimmelpennink. But he was not in the least discouraged.
Schimmelpennink never stopped believing in bike-sharing, and in the mid-90s, two Danes asked for his help to set up a system in Copenhagen. The result was the world’s first large-scale bike-share programme. It worked on a deposit: ‘You dropped a coin in the bike and when you returned it, you got your money back.’ After setting up the Danish system, Schimmelpennink decided to try his luck again in the Netherlands – and this time he succeeded in arousing the interest of the Dutch Ministry of Transport. ‘Times had changed,’ he recalls. ‘People had become more environmentally conscious, and the Danish experiment had proved that bike-sharing was a real possibility.’ (Q19) A new Witte Fietsenplan was launched in 1999 in Amsterdam. However, riding a white bike was no longer free; it cost one guilder per trip and payment was made with a chip card developed by the Dutch bank Postbank. Schimmelpennink designed conspicuous, sturdy white bikes locked in special racks which could be opened with the chip card – the plan started with 250 bikes, distributed over five stations.
Theo Molenaar, who was a system designer for the project, worked alongside Schimmelpennink. ‘I remember when we were testing the bike racks, he announced that he had already designed better ones. But of course, we had to go through with the ones we had.’ The system, however, was prone to vandalism and theft. ‘After every weekend there would always be a couple of bikes missing,’ (Q14) Molenaar says. ‘I really have no idea what people did with them, because they could instantly be recognised as white bikes.’ But the biggest blow came when Postbank decided to abolish the chip card, because it wasn’t profitable. ‘That chip card was pivotal to the system,’ Molenaar says. ‘To continue the project we would have needed to set up another system, but the business partner had lost interest.’ (Q20)
Schimmelpennink was disappointed, but – characteristically – not for long. In 2002 he got a call from the French advertising corporation JC Decaux, who wanted to set up his bike-sharing scheme in Vienna. ‘That went really well. After Vienna, they set up a system in Lyon. Then in 2007, Paris followed. That was a decisive moment in the history of bike-sharing.’ The huge and unexpected success of the Parisian bike-sharing programme, which now boasts more than 20,000 bicycles, inspired cities all over the world to set up their own schemes, all modelled on Schimmelpennink’s. ‘It’s wonderful that this happened,’ he says. ‘But financially I didn’t really benefit from it, because I never filed for a patent.’(Q16)
In Amsterdam today, 38% of all trips are made by bike and, along with Copenhagen, it is regarded as one of the two most cycle-friendly capitals in the world – but the city never got another Witte Fietsenplan (Q21) . Molenaar believes this may be because everybody in Amsterdam already has a bike. Schimmelpennink, however, cannot see that this changes Amsterdam’s need for a bike-sharing scheme. ‘People who travel on the underground don’t carry their bikes around. But often they need additional transport to reach their final destination.’ (Q22) Although he thinks it is strange that a city like Amsterdam does not have a successful bike-sharing scheme, he is optimistic about the future. ‘In the ‘60s we didn’t stand a chance because people were prepared to give their lives to keep cars in the city. But that mentality has totally changed. Today everybody longs for cities that are not dominated by cars.’
Question : Hotel managers need to know what would encourage good staff to remain.
Keywords : hotel managers, encourage good staff to remain
– to know = to understand
– encourage good staff to remain = increase employee satisfaction and retention
Explain : Paragraph 8 refers to the practices that hotel management must develop “to inspire and retain competent employees”. The last sentence of paragraph 8 states that “it is beneficial for hotel managers to understand what practices are most favourable to increase employee satisfaction and retention”. To increase employee retention means to encourage employees to remain. This is the statement of Enz and Siguaw (2000), so the answer is E.
Question : The actions of managers may make staff feel they shouldn’t move to a different employer.
– the actions of managers = provide recognitions + motivate employees + remove obstacles
– they shouldn’t move = more obligated to stay with the company
Explain : According to Ng and Sorensen in paragraph 5: “employees feel more obligated to stay with the company” if the manager does certain things, such as: providing recognition, motivating group work, and removing obstacles. These are “actions of managers”, and these actions make employees feel that they should stay with the company and shouldn’t move to another employer. So D is the correct answer.
Question : Little is done in the hospitality industry to help workers improve their skills.
– help workers improve their skills = enables developing and drawing out the full potential of people
– little is done = does not appear to be designed to
Question : Staff are less likely to change jobs if cooperation is encouraged.
– are less likely to change jobs = more obligated to stay
– cooperation = employees to work together
– is encouraged = motivate
Explain : As we have learned in question 28, Ng and Sorensen suggest in paragraph 5 that motivating employees to work together, as well as other actions, is a way to keep staff from changing jobs.
Question : Dissatisfaction with pay is not the only reason why hospitality workers change jobs.
– Among the many cited reasons = not the only reason
– Low compensation = dissatisfaction with pay
– Change jobs = employee turnover
Explain : In the last sentence of paragraph 4, the author cited Madouras et al. to mention several reasons which result in high employee turnover in hospitality industry. These reasons include “low compensation”, or in other words, low pay. High employee turnover means that a high percentage of workers leave the company and are replaced by new employees. Thus, it can be understood that dissatisfaction with low pay is, along with other reasons, why hospitality workers change jobs frequently. The answer is C.
Question : One reason for high staff turnover in the hospitality industry is poor morale.
– One reason = Among many cited reason
– poor morale = compromised employee morale and attitudes
Explain : Paragraph 4 refers to “high employee turnover” in the hospitality industry. As we know from question 31, “compromised employee morale” is given in paragraph 4 as one reason for high employee turnover in the hospitality industry. The word “compromised” here suggests that employees are not very motivated to do their work, so we can also call it “poor morale”. The correct answer is YES.
Question : Research has shown that staff have a tendency to dislike their workplace.
– staff = employees
– their workplace = many aspects of their work
– Tendency = predisposition
– Dislike = view negatively
– Workplace = work environment
According to Spector et al in paragraph 6, “no evidence exists to support this hypothesis”. The said hypothesis is that employees have “a predisposition to view their work environment negatively”. In other words, employees have a tendency to dislike their workplace. Because there is no evidence, it cannot be said that this hypothesis is shown or proven by research. The answer is, therefore, NO.
Question : An improvement in working conditions and job security makes staff satisfied with their jobs.
– improvement in working conditions and job security
– just fulfilling these needs
Explain : We can find information relating to “working conditions and job security” in paragraph 9. According to Herzberg, when these are not good, employees may be dissatisfied. However, fulfilling factors like working conditions and job security alone “does not result in satisfaction” so the statement contradicts the writer’s claims.
35. Not given
Question : Staff should be allowed to choose when they take breaks during the working day.
Keywords : take breaks = allowing adequate breaks
Explain : In the last paragraph, it is stated that “allowing adequate breaks during the working day” is a way to retain good staff. However, this does not mean that staff should be allowed to choose when they take breaks. The statement is therefore NOT GIVEN.
36. Restaurants
Question : Tews, Michel and Stafford carried out research on staff in an American chain of 36……………
– carried out = conducted
– research = a study
– American = the United States
– Using the skim and scan skill, we can locate the information about Tews, Michael and Stafford’s study in paragraph 11. The study (research) focused on “staff from a chain of themed restaurants in the United States”. Thus, the answer is clearly “restaurants”
37. Performance
Question : They discovered that activities designed for staff to have fun improved their 37………………
– They discovered that = it was found that
– activities designed for staff = activities
– improved = has a favorable impact on
– Continue to read paragraph 11. According to these researchers, “It was found that fun activities had a favourable impact on performace”, meaning that fun activities improved staff performance. The answer for question 37 is “performance”. Next, “manager support for fun had a favourable impact in reducing turnover”. In this context, “manager support for fun” can be paraphrased into “manager involvement”. Thus, the answer for question 38 is “turnover”.
38. Turnover
Question : and that management involvement led to lower staff 38……………..
– management involvement = manager support for the fun
– led to = had as favorable impact in
– lower = reducing
39. Goals & 40. Characteristics
Question : They also found that the activities needed to fit with both the company’s 39…………… and the 40……………. of the staff.
– needed to fit with = must be carefully aligned with
– company’s = organizational
– on the staff = employee
Explain : Continuing to read paragraph 11, according to Tews, Michel and Stafford, the “framing of that fun” must be aligned with two things: organizational goals (paraphrased into company‟s goals) and employee characteristics. Thus, it is clear that the correct answers are “goals” and “characteristics”, respectively.
Motivational factors and the hospitality industry
A critical ingredient in the success of hotels is developing and maintaining superior performance from their employees. How is that accomplished? What Human Resource Management (HRM) practices should organizations invest in to acquire and retain great employees?
Some hotels aim to provide superior working conditions for their employees. The idea originated from workplaces – usually in the non-service sector – that emphasized fun and enjoyment as part of work-life balance. By contrast, the service sector, and more specifically hotels, has traditionally not extended these practices to address basic employee needs, such as good working conditions.
Pfeffer (1994) emphasizes that in order to succeed in a global business environment, organizations must make investment in Human Resource Management (HRM) to allow them to acquire employees who possess better skills and capabilities than their competitors. This investment will be to their competitive advantage. Despite this recognition of the importance of employee development, the hospitality industry has historically been dominated by underdeveloped HR practices (Lucas, 2002).
Lucas also points out that ‘the substance of HRM practices does not appear to be designed to foster constructive relations with employees or to represent a managerial approach that enables developing and drawing out the full potential of people, even though Q33 employees may be broadly satisfied with many aspects of their work’ (Lucas, 2002) (Q29 Q33). In addition, or maybe as a result, high employee turnover has been a recurring problem throughout the hospitality industry. Among the many cited reasons are low compensation, inadequate benefits, poor working conditions and compromised employee morale and attitudes (Maroudas et al., 2008) (Q31 Q32).
Ng and Sorensen (2008) demonstrated that when managers provide recognition to employees, motivate employees to work together, and remove obstacles preventing effective performance, employees feel more obligated to stay with the company (Q28 Q30) . This was succinctly summarized by Michel et al. (2013): ‘[P]roviding support to employees gives them the confidence to perform their jobs better and the motivation to stay with the organization.’ Hospitality organizations can therefore enhance employee motivation and retention through the development and improvement of their working conditions. These conditions are inherently linked to the working environment.
While it seems likely that employees’ reactions to their job characteristics could be affected by a predisposition to view their work environment negatively, no evidence exists to support this hypothesis (Spector et al., 2000). However, given the opportunity, many people will find something to complain about in relation to their workplace (Poulston, 2009). There is a strong link between the perceptions of employees and particular factors of their work environment that are separate from the work itself, including company policies, salary and vacations.
Such conditions are particularly troubling for the luxury hotel market, where high-quality service, requiring a sophisticated approach to HRM, is recognized as a critical source of competitive advantage (Maroudas et al., 2008). In a real sense, the services of hotel employees represent their industry (Schneider and Bowen, 1993). This representation has commonly been limited to guest experiences. This suggests that there has been a dichotomy between the guest environment provided in luxury hotels and the working conditions of their employees.
It is therefore essential for hotel management to develop HRM practices that enable them to inspire and retain competent employees. This requires an understanding of what motivates employees at different levels of management and different stages of their careers (Enz and Siguaw, 2000). This implies that it is beneficial for hotel managers to understand what practices are most favorable to increase employee satisfaction and retention (Q27).
Herzberg (1966) proposes that people have two major types of needs, the first being extrinsic motivation factors relating to the context in which work is performed, rather than the work itself. These include working conditions and job security. When these factors are unfavorable, job dissatisfaction may result. Significantly, though, just fulfilling these needs does not result in satisfaction, but only in the reduction of dissatisfaction (Maroudas et al., 2008) (Q34).
Employees also have intrinsic motivation needs or motivators, which include such factors as achievement and recognition. Unlike extrinsic factors, motivator factors may ideally result in job satisfaction (Maroudas et al., 2008). Herzberg’s (1966) theory discusses the need for a ‘balance’ of these two types of needs.
The impact of fun as a motivating factor at work has also been explored. For example, Tews, Michel and Stafford (2013) conducted a study focusing on staff from a chain of themed restaurants in the United States (Q36). It was found that fun activities had a favorable impact on performance (Q37) and manager support for fun had a favorable impact in reducing turnover (Q38). Their findings support the view that fun may indeed have a beneficial effect, but the framing of that fun must be carefully aligned with both organizational goals and employee characteristics (Q39 Q40). ‘Managers must learn how to achieve the delicate balance of allowing employees the freedom to enjoy themselves at work while simultaneously high levels of performance’ (Tews et al., 2013).
Deery (2008) has recommended several actions that can be adopted at the organizational level to retain good staff as well as assist in balancing work and family life. Those particularly appropriate to the hospitality industry include allowing adequate breaks during the working day, staff functions that involve families, and providing health and well-being opportunities (Q35).
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‘The case for mixed-ability class’ – Reading Answer Explanation – CAM – 18
Here are explanations of the Questions of passage named ‘The case for mixed-ability class’, which is from the Cambridge 18 book. The Questions that have been asked are MCQs’,‘ Summary Blanks’ and Yes/No/Not Given’. You will find the locations of the Reading Answers, Keywords( highlighted and underlined) and justifications.
READING PASSAGE 3: ‘The case for mixed-ability class’
| Question | Answer |
| 27 | B |
| 28 | A |
| 29 | C |
| 30 | C |
| 31 | H |
| 32 | D |
| 33 | F |
| 34 | E |
| 35 | B |
| 36 | NO |
| 37 | NOT GIVEN |
| 38 | YES |
| 39 | NO |
| 40 | NOT GIVEN |
Questions 27-30
Choose the correct letter, A, B, C or D
Write the correct letter in boxes 27-30 on your answer sheet.
27. The writer describes the Romeo and Juliet lesson in order to demonstrate
- how few students are interested in literature
- how a teacher handles a range of learning needs
- how unsuitable Shakespeare is for most teenagers.
- how weaker students can disrupt their classmates’ learning
Location: 1 st paragraph
Explanation: The main keywords ‘Romeo and Juliet’ helps to find an answer in the first paragraph. ‘For three students, even these literacy demands are beyond them. Another girl simply can’t focus and he gives her pens and paper to draw with…’ Here, ‘literacy demands’ and ‘ learning needs’ are synonyms. The author talks about the demands of different students. Thus, the correct option is B.
28. What does the writer say about streaming in the third paragraph?
- It has a very broad appeal.
- It favors cleverer students.
- It is relatively simple to implement
- It works better in some schools than others.
Location: 3 rd paragraph
Explanation: The writer says in the initial lines, ‘The practice of ‘streaming”, or “tracking”. involves separating students into classes depending on their diagnosed levels of attainment. At a macro level, it requires the establishment of academically…’ In last line, ‘The practice is intuitively appealing to almost every stakeholder…’ This clarifies that it has broad appeal.
29. What idea is suggested by the reference to Mount Qomolangma in the fifth paragraph?
- students following unsuitable paths
- students attempting interesting tasks
- students not achieving their full potential
- students not being aware of their limitations
Location: 5 th paragraph
Explanation: The main keyword ‘Mount Qomolangma’ helps to find an answer is in the second line of the paragraph. ‘The brightest ones will never summit Mount Qomolangma, and the stragglers won’t enjoy the lovely stroll in the park they are perhaps more suited to. Individuals suffer at the demands of the collective, mediocrity prevails…’ Here, these lines clarifies that students are not achieving their full potential.
30. What does the word ‘ scaffolding in the sixth paragraph refer to?
- the factors which prevent a student from learning effectively
- the environment where most of a student’s learning takes place
- the assistance given to a student in their initial stages of learning
- the setting of appropriate learning targets for a student’s aptitude
Location: 6 th paragraph
Explanation: The main keyword is ‘scaffolding’ and it is there in the last third line of the paragraph. ‘This is the gap between what they can achieve only with support -teachers, textbooks, worked examples, parents and so on-and what they can achieve independently The purpose of teaching is to provide and then gradually remove this ‘scaffolding’ until they are autonomous…’ Here, support of teachers, textbooks’ refers to ‘assistance’. And it was provided in the initial stage of learning until they become autonomous.
Questions 31-36
Complete the summary using the list of phrases, A-1, below Write the correct letter, A-l, in boxes 31-35 on your answer sheet
Is streaming effective?
According to Professor John Hattie of the Melbourne Education Research Institute, there is very little indication that streaming leads to 31 ……………….
Location: 8 th paragraph
Explanation: The main keyword ‘ John Hattie’ helps to locate an answer in the second line of the paragraph. ‘Streaming students by diagnosed achievement automatically limits what the teacher feels the student is capable of…’ Here, ‘diagnosed achievement automatically limits…’ that means ‘there is very little indication that it leads to higher achievements’. Thus, the answer is H.
He points out that, in schools which use streaming, the most significant impact is on those students placed in the 32 ………………, especially where a large proportion of them have 33 ……………….
Location: 7 th paragraph
Explanation: The answer to this question is in the third line of the paragraph. ‘ outcomes What is more, streaming appears to significantly -and negatively-affect those students assigned to the lowest sets. These students tend to have much higher representation of low socioeconomic class…’ Here, ‘most significant impact’ and ‘significantly -and negatively-affect’ means the same. In addition, ‘assigned to’ and ‘placed to’ are synonyms. ‘Lower sets’ = ‘bottom sets’. Furthermore, ‘higher representation’ and ‘large proportion’ are synonyms. ‘low socioeconomic class’= ‘disadvantaged background’
Answer: (32) D
Meanwhile, for the 34 ……………., there appears to be only minimal advantage . A further issue is that teachers tend to 35 ………..of students in streamed groups .
Location: 7 th paragraph
Explanation: The location of the answer is in the last two lines of the paragraph. ‘Less significant is the small benefit for those lucky clever students in the higher sets. The overall result is that the smart stay smart and the dumb get dumber. further entrenching the social divide…’ Here, ‘small benefit’ and ‘minimal advantage’ are synonyms. ‘lucky clever students in the higher sets…’ refers to ‘brightest students’. In addition, in 8 th paragraph, ‘Streaming students by diagnosed achievement automatically limits what the teacher feels the student is capable of…’ This line means it lower the expectation of teachers. ‘Limits’ = ‘lower’
Answer: (34) E (35) B
A wrong classes
Blowerexpectations
C average learners
D bottom sets
E brightest pupils
F disadvantaged backgrounds
G weaker students
H higher achievement
I positive Impressions
Questions 36-40
Do the following statements agree with the views of the writer in Reading Passage 3? In boxes 38-40 on your answer sheet, write
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
36. The Vygotsky model of education supports the concept of a mixed-ability class.
Explanation: The main keyword ‘Vygotsky’ helps to locate an answer in the second line of the paragraph. ‘ In the 1930s, Vygotsky emphasized the importance of targeting a student’s specific zone of proximal development (ZPD)…’ This model of education emphasize the importance of targeting a specific zone that means it does not supports the concept of a mixed-ability class. Thus, the question statement is contradictory to passage statement.
37. Some teachers are uncertain about allowing students to take on MKO roles in the classroom.
Location: 10 th paragraph
Explanation: Though the main keyword ‘MKO’ is there in the paragraph. ‘While teachers are traditionally the MKOs in classrooms, the value of knowledgeable student peers must not go unrecognised either….’ But there is no information related to teachers are uncertain about allowing students to take on MKO roles in the classroom. Thus, no information available.
Answer: Not Given
38. It can be rewarding to teach knowledge which you have only recently acquired.
Location: 11 th paragraph
Explanation: The writer says in the second last line, ‘There is also something exciting about passing on skills and knowledge that you yourself have just mastered-a certain pride and zeal…’ Here, ‘exciting’ and ‘rewarding’ means the same. ‘Only recently acquired’ has been written as ‘just mastered’ in the passage. Thus, the answer is Yes.
Answer: Yes
39. The priority should be to ensure that the highest-achieving students attain their goals.
Location: Last paragraph
Explanation: The location of the answer is in the second line of the paragraph. ‘And today, more than ever, we need the many to flourish-not suffer at the expense of a few bright stars…’ Here, this means writer states that all other students should not be suffered due to bright stars. Here, ‘bright stars’ and highest-achieving students’ means the same. Thus, the question statement is opposite to passage statement.
40. Taking part in collaborative outdoor activities with teachers and classmates can improve student outcomes in the classroom.
Explanation: The writer talks about collaborative environment helps in improving learning or social skills in the beginning of the paragraph. But there is no information related to taking part in collaborative outdoor activities. Thus, no information available
‘The steam car’ – Reading Answer Explanation – CAM – 18
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Academic IELTS Reading Test 99 With Answers
IELTSFever Academic IELTS Reading Test 99 With Answers ( Passage 1 Vanishing Voices, Passage 2 European Heat Wave, Passage 3 New Ways of Teaching History ) we prefer you to work offline, download the test paper and blank answer sheet.
For any query regarding the Academic IELTS Reading Test 99, you can mail us at [email protected] , or you can mention your query in the comments section. Or send your questions on our IELTSfever Facebook page. Best of luck with your exam
Question PDF IELTSFever-academic-reading-test-99.pdf
For Answers Academic IELTS Reading Test 99 Answers
Reading Passage 1
You should spend about 20 minutes on Questions 1-13, which are based on the IELTSFever Academic IELTS Reading Test 99 Reading Passage Plant Scents below.
Vanishing Voices
One language dies every 14 days. By the next century, nearly half of the roughly 7,000 languages spoken on Earth will likely disappear, as communities abandon native tongues in favor of English, Mandarin, or Spanish. What is lost when a language goes silent?
{A} One morning in early fall Andrei Mongush and his parents began preparations for supper, selecting a black-faced, fat-tailed sheep from their flock and rolling it onto its back on a tarp outside their livestock paddock. The Mongush family’s home is on the Siberian taiga, at the edge of the endless steppes, just over the horizon from Kyzyl, the capital of the Republic of Tuva, in the Russian Federation. They live near the geographic center of Asia, but linguistically and personally, the family inhabits a borderland, the frontier between progress and tradition. Tuvans are historically nomadic herders, moving their aal—an encampment of yurts—and their sheep and cows and reindeer from pasture to pasture as the season’s progress. The elder Mongooses, who have returned to their rural aal after working in the city, speak both Tuvan and Russian. Andrei and his wife also speak English, which they are teaching themselves with pieces of paper labeled in English pasted onto seemingly every object in their modern kitchen in Kyzyl. They work as musicians in the Tuvan National Orchestra, an ensemble that uses traditional Tuvan instruments and melodies in symphonic arrangements. Andrei is a master of the most characteristic Tuvan music form: throat singing, or khoomei.
{B} When I ask university students in Kyzyl what Tuvan words are untranslatable into English or Russian, they suggest khöömei, because the singing is so connected with the Tuvan environment that only a native can understand it, and also khoj özeeri, the Tuvan method of killing a sheep. If slaughtering livestock can be seen as part of humans’ closeness to animals, khoj özeeri represents an unusually intimate version. Reaching through an incision in the sheep’s hide, the slaughterer severs a vital artery with his fingers, allowing the animal to quickly slip away without alarm, so peacefully that one must check its eyes to see if it is dead. In the language of the Tuvan people, khoj özeeri means not only slaughter but also kindness, humaneness, a ceremony by which a family can kill, skin, and butcher a sheep, salting its hide and preparing its meat and making sausage with the saved blood and cleansed entrails so neatly that the whole thing can be accomplished in two hours (as the Mongushes did this morning) in one’s good clothes without spilling a drop of blood. Khoj özeeri implies a relationship to animals that is also a measure of a people’s character. As one of the students explained, “If a Tuvan killed an animal the way they do in other places”-by means of a gun or knife “they’d be arrested for brutality.
{C} Tuvan is one of the many small languages of the world. The Earth’s population of seven billion people speaks roughly 7,000 languages, a statistic that would seem to offer each living language a healthy one million speakers, if things were equitable. In language, as in life, things aren’t. Seventy-eight percent of the world’s population speaks the 85 largest languages, while the 3,500 smallest languages share a mere 8.25 million speakers. Thus, while English has 328 million first-language speakers, and Mandarin 845 million, Tuvan speakers in Russia number just 235,000. Within the next century, linguists think, nearly half of the world’s current stock of languages may disappear. More than a thousand are listed as critically or severely endangered teetering on the edge of oblivion.
{D} In an increasingly globalized, connected, homogenized age, languages spoken in remote places are no longer protected by national borders or natural boundaries from the languages that dominate world communication and commerce. The reach of Mandarin and English and Russian and Hindi and Spanish and Arabic extends seemingly to every hamlet, where they compete with Tuvan and Yanomami and Altaic in a house-to-house battle. Parents in tribal villages often encourage their children to move away from the insular language of their forebears and toward languages that will permit greater education and success.
{E} Who can blame them? The arrival of television, with its glamorized global materialism, its luxury-consumption proselytizing, is even more irresistible. Prosperity, it seems, speaks English. One linguist, attempting to define what a language is, famously (and humorously) said that a language is a dialect with an army. He failed to note that some armies are better equipped than others. Today any language with a television station and a currency is in a position to obliterate those without, and so residents of Tuva must speak Russian and Chinese if they hope to engage with the surrounding world. The incursion of dominant Russian into Tuva is evident in the speaking competencies of the generation of Tuvans who grew up in the mid-20th century, when it was the fashion to speak, read, and write in Russian and not their native tongue.
{F} Yet Tuvan is robust relative to its frailest counterparts, some of which are down to a thousand speakers, or a mere handful, or even one individual. Languages like Wintu, a native tongue in California, or Siletz Dee-ni, in Oregon, or Amurdak, an Aboriginal tongue in Australia’s Northern Territory, retain only one or two fluent or semi-fluent speakers. The last speaker with no one to talk to exists in unspeakable solitude.
{G} Increasingly, as linguists recognize the magnitude of the modern language die-off and rush to catalog and decipher the most vulnerable tongues, they are confronting underlying questions about languages’ worth and utility. Does each language have some irreplaceable beneficial knowledge? Are there aspects of cultures that won’t survive if they are translated into a dominant language? What unexpected insights are being lost to the world with the collapse of its linguistic variety?
{H} Fortunately, Tuvan is not among the world’s endangered languages, but it could have been. Since the breakup of the Soviet Union, the language has stabilized. It now has a well-equipped army-not a television station, yet, or a currency, but a newspaper and a respectable 264,000 total speakers (including some in Mongolia and China). Yet Tofa, a neighboring Siberian language, is down to some 30 speakers. Tuvan’s importance to our understanding of disappearing languages lies in another question linguists are struggling to answer: What makes one language succeed while another dwindles or dies?
Questions 1-8
Complete the following summary of the paragraphs of IELTSFever Academic IELTS Reading Test 99 Reading Passage, using no more than two words from the Reading Passage for each answer. Write your answers in boxes 1-8 on your answer sheet.
| Although geographically Tuva is located in central Asia, people there are – ____ ___ and ______ _______ marginalized. For example, some of the words like _____ ______ and _____ ______in Tuvan can not directly be translated into other languages since they are so integrated with the environment that only the local people can get what they really mean. The number of Tuvan speakers pales in comparison with that of _____ ______ and ______ ______The generation of Tuvans growing up in the mid-20th century have more passion for _____ ______instead of their mother language. Although the situation with Tuvan is much better than a Siberian language ______ _______ which has less than 50 speakers, it could have been endangered. |
Questions 9-13
Do the following statements agree with the information given in IELTSFever Academic IELTS Reading Test 99 Reading Passage 1? In boxes 9-13 on your answer sheet, write
| TRUE | if the statement is True |
| FALSE | if the statement is false |
| NOT GIVEN | If the information is not given in the passage |
(9) Andrei and his wife can speak English because they have learned it at school.
(10) Khoj özeeri means nothing other than killing.
(11) A Tuvan would be judged to have a bad character if he killed an animal with a gun or a knife.
(12) Nowadays languages in the world are spoken disproportionately,
(13) Some aspects of culture are doomed to lose if one vulnerable language is translated into a dominant language.
Reading Passage 2
You should spend about 20 minutes on Questions 14-27, which are based on the IELTSFever Academic IELTS Reading Test 99 Reading Passage European Heat Wave below.
European Heat Wave
{A} IT WAS the summer, scientists now realise, when felt. We knew that summer 2003 was remarkable: global warming at last made itself unmistakably. Britain experienced its record high temperature and continental Europe saw forest fires raging out of control, great rivers drying of a trickle and thousands of heat-related deaths. But just how remarkable is only now becoming clean
{B} The three months of June, July and August were the warmest ever recorded in western and central Europe, with record national highs in Portugal, Germany and Switzerland as well as Britain. And they were the warmest by a very long way Over a great rectangular block of the earth stretching from west of Paris to northern Italy, taking in Switzerland and southern Germany, the average temperature for the summer months was 3.78C above the long-term norm, said the Climatic Research Unit (CRU) of the University of East Anglia in Norwich, which is one of the world’s lending institutions for the monitoring and analysis of temperature records.
{C} That excess might not seem a lot until you are aware of the context – but then you realise it is enormous. There is nothing like this in previous data, anywhere. It is considered so exceptional that Professor Phil Jones, the CRU’s director, is prepared to say openly – in a way few scientists have done before – that the 2003 extreme may be directly attributed, not to natural climate variability, but to global warming caused by human actions.
{D} Meteorologists have hitherto contented themselves with the formula that recent high temperatures are consistent with predictions” of climate change. For the great block of the map – that stretching between 35-50N and 0-20E – the CRU has reliable temperature records dating back to 1781. Using as a baseline the average summer temperature recorded between 1961 and 1990, departures from the temperature norm, or “anomalies’: over the area as a whole can easily be plotted. As the graph shows, such is the variability of our climate that over the past 200 years, there have been at least half a dozen anomalies, in terms of excess temperature – the peaks on the graph denoting very hot years – approaching, or even exceeding, 20°C. But there has been nothing remotely like 2003, when the anomaly is nearly four degrees.
{E} “This is quite remarkable,” Professor Jones told The Independent. “It’s very unusual in a statistical sense. If this series had a normal statistical distribution, you wouldn’t get this number. There turn period “how often it could be expected to recur” would be something like one in a thou-sand years. If we look at an excess above the average of nearly four degrees, then perhaps nearly three degrees of that is natural variability, because we’ve seen that in past summers. But the final degree of it is likely to be due to global warming, caused by human actions.
{F} The summer of 2003 has, in a sense, been one that climate scientists have long been expecting. Until now, the warming has been manifesting itself mainly in winters that have been less cold than in summers that have been much hotter. Last week, the United Nations predicted that winters were warming so quickly that winter sports would die out in Europe’s lower-level ski resorts. But sooner or later the unprecedented hot summer was bound to come, and this year it did.
{G} One of the most dramatic features of the summer was the hot nights, especially in the first half of August. In Paris, the temperature never dropped below 230°C (73.40°F) at all between 7 and 14 August, and the city recorded its warmest-ever night on 11-12 August, when the mercury did not drop below 25.50°C (77.90°F). Germany recorded its warmest-ever night at Weinbiet in the Rhine valley with a lowest figure of 27.60°C (80.60°F) on 13 August, and similar record-breaking night-time temperatures were recorded in Switzerland and Italy.
{H} The 15,000 excess deaths in France during August, compared with previous years, have been related to the high night-time temperatures. The number gradually increased during the first 12 days of the month, peaking at about 2,000 per day on the night of 12-13 August, then fell off dramatically after 14 August when the minimum temperatures fell by about 50C. The elderly were most affected, with a 70 per cent increase in mortality rate in those aged 75-94.
{I} For Britain, the year as a whole is likely to be the warmest ever recorded, but despite the high temperature record on 10 August, the summer itself – defined as the June, July and August period – still comes behind 1976 and 1995, when there were longer periods of intense heat. At the moment, the year is on course to be the third-hottest ever in the global temperature record, which goes back to 1856, behind 1998 and 2002 but when all the records for October, November and December are collated, it might move into second place, Professor Jones said. The 10 hottest years in the record have all now occurred since 1990. Professor Jones is in no doubt about the astonishing nature of European summer of 2003.”The temperatures recorded were out of all proportion to the previous record,” he said. “It was the warmest summer in the past 500 years and probably way beyond that It was enormously exceptional.”
{J} His colleagues at the University of East Anglia’s Tyndall Centre for Climate Change Research are now planning a special study of it. “It was a summer that has not been experienced before, either in terms of the temperature extremes that were reached, or the range and diversity of the impacts of the extreme heat,” said the centre’s executive director, Professor Mike Hulme. “It will certainly have left its mark on a number of countries, as to how they think and plan for climate change in the future, much as the 2000 floods have revolutionised the way the Government is thinking about flooding in the UK. “The 2003 heat wave will have similar repercussions across Europe.”
Questions 14-19
Do the following statements agree with the information given in IELTSFever Academic IELTS Reading Test 99 Reading Passage 2? In boxes 14-19 on your answer sheet, write
(14) The average summer temperature in 2003 is approximately four degrees higher than that of the past.
(15) Jones believes the temperature statistic is within the normal range.
(16) Human factors are one of the reasons that cause hot summers.
(17) In large cities, people usually measure temperature twice a day.
(18) Global warming has the obvious effect of warmer winter instead of hotter summer before 2003.
(19) New ski resorts are to be built on a high-altitude spot.
Questions 20-21
Answer the questions below using NO MORE THAN THREE WORDS AND/OR NUMBERS from the IELTSFever Academic IELTS Reading Test 99 passage for each answer. Write your answers in boxes 20-21 on your answer sheet
(20) What are the two hottest years in Britain besides 2003?
(21) What will affect UK government policies besides climate change according to Hulme ?
Questions 22-26
Complete the summary below using NO MORE THAN TWO WORDS from the IELTSFever Academic IELTS Reading Test 99 passage. Write your answers in boxes 22-26 on your answer sheet
| In the summer of 2003, thousands of extra death occurred in the country of_______ _______ Moreover, world-widely, the third record of hottest summer date from _______ _______ , after the year of _______ _______ . According to Jones, all the 10 hottest years happened from _______ _______ However, summer of 2003 was at the peak of previous _______ _______years, perhaps even more. |
Question 27
Choose the correct letter A, B, C or D
Write your answer in box 27 on your answer sheet
Question 27 Which one can be best served as the title of this passage in the following options?
(A) Global Warming effect
(B) Global Warming in Europe
(C) The Effects of hot temperature
(D) Hottest summer in Europe
Reading Passage 3
You should spend about 20 minutes on Questions 28-40, which are based on the IELTSFever Academic IELTS Reading Test 99 Reading Passage New ways of Teaching History below.
New Ways of Teaching History
{A} In technology and the media-driven world, it’s becoming increasingly difficult to get our students’ attention and keep them absorbed in classroom discussions. This generation, in particular, has brought a unique set of challenges to the educational table. Whereas youth are easily enraptured by high-definition television, computers, Pods, video games, and cell phones, they are less than enthralled by what to them are obsolete textbooks and boring classroom lectures. The question of how to teach history in a digital age is often contentious. On the one side, the old guard thinks the professional standards history is in mortal danger from flash-in-the-pan challenges by the digital that is all show and no substance. On the other side, the self-styled “disruptors” offer overblown rhetoric about how digital technology has changed everything while the moribund profession obstructs all progress in the name of outdated ideals. At least, that’s a parody (maybe not much of one) of how the debate proceeds. Both supporters and opponents of the digital share more disciplinary common ground than either admits.
{B} When provided with merely a textbook as a supplemental learning tool, test results have revealed that most students fail to pinpoint the significance of historical events and individuals. Fewer still are able to cite and substantiate primary historical sources. What does this say about the way our educators are presenting information? The quotation comes from a report of a 1917 test of 668 Texas students. Less than 10 percent of school-age children attended high school in 1917; today, enrollments are nearly universal. The whole world has turned on its head during the last century but one thing has stayed the same: Young people remain woefully ignorant about history reflected from their history tests. Guess what? Historians are ignorant too, especially when we equate historical knowledge with the “Jeopardy” Daily Double. In a test, those specializing in American history did just fine. But those with specialties in medieval, European and African history failed miserably when confronted by items about Fort Ticonderoga, the Olive Branch Petition, or the Quebec Act–all taken from a typical textbook. According to the testers, the results from the recent National Assessment in History, like scores from earlier tests, show that young people are “abysmally ignorant” of their own history. Invoking the tragedy of last September, historian Diane Ravitch hitched her worries about our future to the idea that our nation’s strength is endangered by youth who do poorly on such tests. But if she were correct, we would have gone down the tubes in 1917!
{C} There is a huge difference between saying “Kids don’t know the history we want them to know” and saying “Kids don’t know history at all.” Historical knowledge burrows itself into our cultural pores even if young people can’t marshal it when faced with a multiple-choice test. If we weren’t such hypocrites (or maybe if we were better historians) we’d have to admit that today’s students follow in our own footsteps. For too long we’ve fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant changes. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which technologies are most suitable for the range of topics covered in junior high and high school history classrooms. Fortunately, technology has provided us with opportunities to present our Civil War lesson plans or our American Revolution lesson plans in a variety of new ways.
{D} Teachers can easily target and engage the learners of this generation by effectively combining the study of history with innovative multimedia. PowerPoint and presentations, in particular, can expand the scope of traditional classroom discussion by helping teachers to explain abstract concepts while accommodating students’ unique learning styles. PowerPoint study units that have been pre-made for history classrooms include all manner of photos, prints, maps, audio clips, video clips and primary sources which help to make learning interactive and stimulating. Presenting lessons in these enticing formats helps technology-driven students retain the historical information they’ll need to know for standard exams.
{E} Whether you’re covering Revolutionary War lesson plans or World War II lesson plans, PowerPoint study units are available in formats to suit the needs of your classroom. Multimedia teaching instruments like PowerPoint software are getting positive results the world over, framing conventional lectures with captivating written, auditory and visual content that helps students recall names, dates and causal relationships within a historical context.
{F} History continues to show us that new times bring new realities. Education is no exception to the rule. The question is not whether to bring technology into the educational environment. Rather, the question is which technologies are suitable for U.S. and world history subjects, from Civil War lesson plans to World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lesson plans, PowerPoint presentations are available in pre-packaged formats to suit your classroom’s needs.
{G} Meanwhile, some academic historians hold a different view on the use of technology in teaching history. One reason they hold is that not all facts can be recorded by film or videos and literature is relatively feasible in this case . Another challenge they have to be faced with is the painful process of learning new technology like the making of PowerPoint and the editing of audio and video clips which is also reasonable especially to some elderly historians.
Questions 28-34
Reading this IELTSFever Academic IELTS Reading Test 99 passage has eight paragraphs, A-G
Choosing the correct heading for paragraphs A-G from the list of heading below
Write the appropriate number, i -x, in boxes 28-34on your answer sheet.
| unavoidable changing facts to be considered when picking up technology means . A debatable place where the new technologies stand in for history teaching Hard to attract students in traditional ways of teaching history Display of the use of emerging multimedia as teaching tools Both students and professionals as candidates did not produce decent results A good concrete example illustrated to show how multimedia animates the history class The comparisons of the new technologies applied in history class Enormous breakthroughs in new technologies Resistance of using new technologies from certain historian Decisions needed on which technique to be used for history teaching instead of improvement in the textbooks |
(28) Paragraph A
(29) Paragraph B
(30) Paragraph C
(31) Paragraph D
(32) Paragraph E
(33) Paragraph F
(34) Paragraph G
Questions 35-37
Do the following statements agree with the information given in IELTSFever Academic IELTS Reading Test 99 Reading Passage 3? In boxes 35-37on your answer sheet, write
| YES | if the statement agrees with the writer |
| NO | if the statement does not agree with the writer |
| NOT GIVEN | if there is no information about this in the passage |
(35) Modern people are better at memorizing historical information compared with their ancestors.
(36) New technologies applied in history teaching are more vivid for students to memorize the details of historical events.
(37) Conventional ways like literature are gradually out of fashion as time goes by.
Questions 38-40
Complete the following summary of the paragraphs of IELTSFever Academic IELTS Reading Test 99 Reading Passage, using no more than three words from the Reading Passage for each answer. Write your answers in boxes 38-40 on your answer sheet.
| Contemporary students can be aimed at without many difficulties by integrating studying history with novels…… …….. Conventional classroom discussion is specially extended by two ways to assist the teachers to interpret ……. …….. and at the same time retain students’ distinct learning modes. PowerPoint study units prepared beforehand comprising a wide variety of elements make ……. ……. learning feasible. Combined classes like this can also be helpful in taking required tests. |
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CHILDREN’S THINKING IELTS READING.
Children’s thinking ielts reading answers..
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CHILDREN’S THINKING IELTS READING- passage
One of the most eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two ‘behaviour segments’ in some novel way, never actually performed before, so as to reach a goal.
Two followers of Clark Hull, Howard and Tracey Kendler, devised a test for children that was explicitly based on Clark Hull’s principles. The children were given the task of learning to operate a machine so as to get a toy. In order to succeed they had to go through a two-stage sequence. The children were trained on each stage separately. The stages consisted merely of pressing the correct one of two buttons to get a marble; and of inserting the marble into a small hole to release the toy.
The Kendlers found that the children could learn the separate bits readily enough. Given the task of getting a marble by pressing the button they could get the marble; given the task of getting a toy when a marble was handed to them, they could use the marble. (All they had to do was put it in a hole.) But they did not for the most part ‘integrate’, to use the Kendlers’ terminology. They did not press the button to get the marble and then proceed without further help to use the marble to get the toy. So the Kendlers concluded that they were incapable of deductive reasoning.
The mystery at first appears to deepen when we learn, from another psychologist, Michael Cole, and his colleagues, that adults in an African culture apparently cannot do the Kendlers’ task either. But it lessens, on the other hand, when we learn that a task was devised which was strictly analogous to the Kendlers’ one but much easier for the African males to handle.
Instead of the button-pressing machine, Cole used a locked box and two differently coloured match-boxes, one of which contained a key that would open the box. Notice that there are still two behaviour segments – ‘open the right match-box to get the key’ and ‘use the key to open the box’ – so the task seems formally to be the same. But psychologically it is quite different. Now the subject is dealing not with a strange machine but with familiar meaningful objects; and it is clear to him what he is meant to do. It then turns out that the difficulty of ‘integration’ is greatly reduced.
Recent work by Simon Hewson is of great interest here for it shows that, for young children, too, the difficulty lies not in the inferential processes which the task demands, but in certain perplexing features of the apparatus and the procedure. When these are changed in ways which do not at all affect the inferential nature of the problem, then five-year-old children solve the problem as well as college students did in the Kendlers’ own experiments.
Hewson made two crucial changes. First, he replaced the button-pressing mechanism in the side panels by drawers in these panels which the child could open and shut. This took away the mystery from the first stage of training. Then he helped the child to understand that there was no ‘magic’ about the specific marble which, during the second stage of training, the experimenter handed to him so that he could pop it in the hole and get the reward.
A child understands nothing, after all, about how a marble put into a hole can open a little door. How is he to know that any other marble of similar size will do just as well? Yet he must assume that if he is to solve the problem. Hewson made the functional equivalence of different marbles clear by playing a ‘swapping game’ with the children.
The two modifications together produced a jump in success rates from 30 percent to 90 percent for five-year-olds and from 35 percent to 72.5 percent for four-year-olds. For three-year-olds, for reasons that are still in need of clarification, no improvement – rather a slight drop in performance – resulted from the change. We may conclude, then, that children experience very real difficulty when faced with the Kendler apparatus; but this difficulty cannot be taken as proof that they are incapable of deductive reasoning.
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Questions 28–35 CHILDREN’S THINKING IELTS READING.
Classify the following descriptions as referring to:- Clark Hull CH Howard and Tracey Kendler HTK Michael Cole and colleagues MC Simon Hewson SH
Write the appropriate letters in boxes 28–35 on your answer sheet.
NB You may use any answer more than once.
28 …….. is cited as famous in the field of psychology. 29 ……. . demonstrated that the two-stage experiment involving button-pressing and inserting a marble into a hole poses problems for certain adults as well as children. 30 ……. . devised an experiment that investigated deductive reasoning without the use of any marbles. 31 …….. appears to have proved that a change in the apparatus dramatically improves the performance of children of certain ages. 32 …….. used a machine to measure inductive reasoning that replaced button-pressing with drawer-opening. 33 …….. experimented with things that the subjects might have been expected to encounter in everyday life, rather than with a machine. 34 …….. compared the performance of five-year-olds with college students, using the same apparatus with both sets of subjects. 35 …….. is cited as having demonstrated that earlier experiments into children’s ability to reason deductively may have led to the wrong conclusions.
Questions 36–40-CHILDREN’S THINKING IELTS READING
Do the following statements agree with the information given in Reading Passage 3? In boxes 36–40 on your answer sheet write:-
YES if the statement agrees with the information NO, if the statement contradicts the information NOT GIVEN if there is no information on this in the passage
36. Howard and Tracey Kendler studied under Clark Hull. 37 . The Kendlers trained their subjects separately in the two stages of their experiment, but not in how to integrate the two actions. 38. Michael Cole and his colleagues demonstrated that adult performance on inductive reasoning tasks depends on features of the apparatus and procedure. 39. All Hewson’s experiments used marbles of the same size. 40. Hewson’s modifications resulted in a higher success rate for children of all ages.
Answers of CHILDREN’S THINKING IELTS READIN G.
28 CH
29 MC
30 MC
31 SH
32 SH
33 MC
34 HTK
35 SH
36 NOT GIVEN
37 YES
38 YES
39 YES
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Implications of Fossil Fuel Dependency on the Environment: IELTS Reading Practice
The IELTS Reading section challenges candidates with passages that require a deep understanding of content, critical thinking, and the ability to answer diverse question types. Topics such as the environmental implications of fossil fuel dependency frequently appear due to their relevance and complexity. This article provides a comprehensive IELTS Reading practice focusing on “ What Are The Implications Of Fossil Fuel Dependency On The Environment? ?” to help you prepare effectively.
Table of Contents
- 1.1 Fossil Fuel Dependency and Its Environmental Impact
- 2.1 Question Type: Multiple Choice
- 2.2 Question Type: Matching Headings
- 2.3 Question Type: True/False/Not Given
- 3.1 Multiple Choice
- 3.2 Matching Headings
- 3.3 True/False/Not Given
- 4.1 Common Mistakes
- 4.2 Vocabulary
- 4.3 Grammar Focus
- 5 Advice for High IELTS Reading Scores
Reading Passage: Fossil Fuel Dependency and Its Environmental Impact
Fossil fuel dependency and its environmental impact.
Fossil fuels—coal, oil, and natural gas—have powered industrial development for centuries. However, their extensive use has led to environmental consequences that are both severe and long-lasting. This passage examines the various dimensions of environmental degradation attributed to fossil fuel dependency.
- Energy Production and Pollution
The burning of fossil fuels is a primary source of energy but also a significant contributor to air pollution. Emissions from coal-fired power plants, oil refineries, and vehicular exhaust release pollutants like sulfur dioxide (SO₂), nitrogen oxides (NOₓ), and particulates into the atmosphere. These pollutants contribute to smog formation, respiratory diseases, and acid rain, which can devastate natural ecosystems and degrade air quality.
Greenhouse Gas Emissions
One of the most critical issues associated with fossil fuel use is the release of greenhouse gases (GHGs), particularly carbon dioxide (CO₂). The enhanced greenhouse effect, driven by increased levels of CO₂, methane (CH₄), and other GHGs, leads to global warming and climate change. This results in rising global temperatures, melting ice caps, and altered weather patterns, which have far-reaching impacts on biodiversity and human societies.
- Water Contamination and Acidification
Extracting and processing fossil fuels often lead to water pollution. Oil spills, coal mining effluents, and hydraulic fracturing fluids can contaminate rivers, lakes, and groundwater, affecting aquatic life and drinking water sources. Additionally, the deposition of acid rain in water bodies results in acidification, making environments inhospitable for many aquatic species and affecting biodiversity.
- Land Degradation
Fossil fuel extraction processes such as mining, drilling, and hydraulic fracturing significantly impact land. These activities can lead to soil erosion, deforestation, and habitat destruction. The degradation of land resources not only disrupts local ecosystems but also diminishes the land’s capacity to support agriculture and human habitation.
- Renewable Alternatives and Mitigation Strategies
To mitigate the adverse effects of fossil fuel dependency, a shift towards renewable energy sources such as solar, wind, and hydropower is essential. Implementing energy-efficient technologies, reforestation projects, and policies promoting sustainable practices can significantly reduce environmental damage. International cooperation and stringent regulations are paramount to ensuring a transition towards a cleaner, greener future.
IELTS Reading Questions
Question type: multiple choice.
1. According to the passage, what is the primary cause of global warming?
- A) Particulates from industrial processes
- B) Elevated levels of sulfur dioxide (SO₂)
- C) An increase in carbon dioxide (CO₂) and other greenhouse gases
- D) Oil spills in water bodies
2. What are some consequences of air pollution caused by fossil fuel combustion?
- A) Enhanced biodiversity
- B) Degradation of air quality and respiratory diseases
- C) Improved soil fertility
- D) Increased aquatic species
3. Which of the following is a significant impact of acid rain mentioned in the passage?
- A) Improved air quality
- B) Soil enrichment
- C) Damage to aquatic ecosystems
- D) Enhanced agricultural productivity
Question Type: Matching Headings
Match each paragraph with the correct heading.
- Paragraph A : Emissions and Air Pollution
- Paragraph B : Extracting and Water Pollution
- Paragraph C : Mitigating Environmental Damage
- Paragraph D : Unintended Consequences of Land Degradation
Question Type: True/False/Not Given
4. Fossil fuel extraction has no impact on land quality.
5. Renewable energy sources can help mitigate the environmental damage caused by fossil fuels.
Answer Key and Explanations
Multiple choice.
- C) An increase in carbon dioxide (CO₂) and other greenhouse gases. (The passage explains that greenhouse gases such as CO₂ are critical contributors to global warming.)
- B) Degradation of air quality and respiratory diseases. (The passage details how air pollution leads to smog formation and respiratory diseases.)
- C) Damage to aquatic ecosystems. (Acid rain results in water acidification, adversely affecting aquatic life.)
Matching Headings
- Paragraph A -> 3) Energy Production and Pollution
- Paragraph B -> 1) Water Contamination and Acidification
- Paragraph C -> 2) Renewable Alternatives and Mitigation Strategies
- Paragraph D -> 4) Land Degradation
True/False/Not Given
- False . (The passage explicitly mentions the significant impact of fossil fuel extraction on land quality.)
- True . (The passage suggests that renewable energy sources are essential for mitigating environmental damage.)
Common Mistakes and Tips
Common mistakes.
- Misinterpretation of questions : Ensure you understand what each question is asking.
- Ignoring context : Pay attention to the context provided in the passage.
- Keyword matching : Avoid focusing solely on keywords without understanding the full meaning.
- Pollutants (n): Harmful substances released into the environment.
- Mitigate (v): To make less severe or serious.
- Biodiversity (n): The variety of life in the world or in a particular habitat.
Grammar Focus
- Example: “Emissions from coal-fired power plants release pollutants.”
- Example: “Fossil fuels, which include coal, oil, and natural gas, have powered industrial development.”
Advice for High IELTS Reading Scores
- Practice regularly : Consistent practice with diverse reading materials.
- Develop skimming and scanning skills : Quickly locate information without reading every word.
- Expand vocabulary : Regularly learn and use new words in context.
- Answer all questions : Never leave any question unanswered; educated guesses can earn points.
- Stay focused : Concentration is key to understanding and answering questions correctly.
By thoroughly understanding the environmental implications of fossil fuel dependency and practicing with a structured approach, you will improve your reading skills and be well-prepared for the IELTS Reading section.
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Reading The Screen Reading Answers: IELTS Reading Practice Test with Answers
Updated on Aug 16, 2024, 08:49
The topic "Reading The Screen” is a popular passage in the IELTS reading test . The passage discusses the debate surrounding literacy in education. It contrasts traditional views of literacy, which focus on reading and writing skills, with modern perspectives that consider literacy as part of a broader social and technical context. It highlights how media evolution, from print to digital, affects literacy and education.
Despite concerns about declining literacy, the passage argues for integrating new technologies into teaching to enhance literacy skills. It also points out that while new media can undermine traditional literacy, they also make cultural history more accessible.
This practice test will assess your reading skills by focusing on key concepts, making it an important resource for excelling in the IELTS Reading section.
Let’s look at the “Reading The Screen” reading passage along with questions, answers, and explanations.
On this page
1. Reading The Screen Reading Passage
You should spend approximately 20 minutes answering Questions 1 - 13 based on the Reading Passage below. This approach can help manage time effectively during a reading comprehension activity or exam.
2. Reading The Screen Reading Questions and Answers
Discover exciting and informative IELTS reading answers about Reading The Screen Reading Questions and Answers
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Reading The Screen Reading Passage
- Read Instructions: Understand each question before answering.
- Manage Time: Spend about 20 minutes per passage.
- Skim and Scan: Quickly get the main idea and find specific information.
- Highlight Key Info: Underline essential words or phrases.
- Answer All Questions: Attempt every question; no penalty for wrong answers.
- Stay Focused: Avoid distractions and keep your attention on the task.
- Check Spelling: Ensure correct spelling and grammar.
- Transfer Answers Clearly: Write answers neatly on the answer sheet.
- Don’t Dwell: Move on if stuck and return later.
- Review: If time allows, review your answers.
Reading The Screen Reading Passage
Paragraph A
Literacy is at the centre of one of the most intensely charged debates in the field of education. On the one hand, a significant group of people is certain that traditional writing and reading abilities are decreasing. On the other hand, a vast portion of progressives argue that literacy is far more complex than the basic technical skills of reading and writing. This second perspective is backed by the majority of relevant academic material published in the last two decades. According to these works, literacy is only understood in the context of its social and technical environment. For instance, in Renaissance England, there were significantly more individuals who could read than write. Within reading, there was a difference between people who could read print and those who were able to handle the difficult job of reading manuscripts. Our current debate about the "crisis in literacy" is better understood when we have a basic understanding of these previous eras.
Paragraph B
If you compare tabloid newspapers from now with those from five decades ago, you'll see a significant reduction in vocabulary and simplicity of syntax, presenting evidence that some parts of reading and writing have declined overall. However, the image is not consistent and does not clearly show the obvious difference between literate and illiterate, which had been deemed sufficient ever since the middle of the 19th century.
Paragraph C
While reading a certain quantity of writing is as important as it ever was in industrial society, it is questionable if complete knowledge of either is as important as it was three or four decades ago. Television has progressively replaced print as a source of current information despite print still having a significant amount of authority in this regard. The telephone has hampered people's ability to write letters fluently, and research indicates that for many individuals, the only writing they do outside of academic education is to make shopping lists.
Paragraph D
Some automobile manufacturers have decided to provide their instructions to mechanics in the form of a video clip rather than in the form of a booklet. This decision might be interpreted as marking the end of any automatic connection between industrialisation and literacy. However, an increasing number of individuals also rely on their writing for a livelihood and are now better compensated than before. Schools are commonly perceived as places where the book reigns supreme, with very little space for movies, television, or recorded sound; nevertheless, it is unclear if this hostility is justified. While reading and writing skills aren't always required to watch television, they are needed to create programs.
Paragraph E
Those employed in the new media are by no means illiterate. The traditional discrepancies between old and modern media are insufficient for helping children these days understand the world. The screen, which was formerly totally devoted to the image, now has a central position for the written text, courtesy of the computer. There are even anecdotal reports that children are learning to read and write so that they can use the Internet. There is no reason why new and old media cannot be incorporated into schools to educate students with the skills they need to be economically successful and politically enfranchised.
Paragraph F
Nonetheless, a literacy crisis still exists, and it would be stupid to ignore it. Understanding that literacy may be decreasing as it becomes less important in some parts of daily life is not equivalent to acquiescing to this situation. The production of academic subjects using new technology might provide a significant boost to literacy. How should this modern technology be implemented in schools? It is not adequate to ask that every classroom be installed with computers, camcorders, and editing suites; if they are not properly incorporated into the educational system, they will be underused. According to existing evidence, this is what happens to the majority of information technology used in classes. Similarly, even though media studies have now become a part of the national curriculum and an increasing number of students are clamouring to take these courses, teachers are still unsure about both techniques and objectives in this field.
Paragraph G
The teachers are not accountable for any of this. To decide how to successfully integrate the new technologies into the classroom, the entertainment and information sectors must be engaged in a debate with academic institutions.
Paragraph H
Nowadays, a lot of individuals hold the pessimistic opinion that new media are undermining traditional capabilities and weakening critical reasoning. Although it may be true that earlier generations were more literate, this was only true for a limited portion of the population if we use the pre-19th century concept of the term. The term "literacy" was first used in the 19th century to refer to the split between reading and writing that comes from a thorough understanding of literature. Reading and writing became abilities that could be acquired independently from fully participating in cultural heritage as a result of educational changes made in the 19th century.
Paragraph I
In addition to pointing to a futuristic cybereconomy, the new media now make our cultural history accessible to the entire nation. The majority of children's primary source of exposure to these treasures is television. Our literary history has probably never really been accessible to or sought out by more than 5% of the population, and it has most definitely never been available to more than 10%. However, the public service tradition of British broadcasting, which links new and old media, has made our literary tradition accessible to everyone.
Reading The Screen Reading Questions and Answers
Discover exciting and informative IELTS reading answers about Reading The Screen
Questions and Answers 1-4
- Choose the appropriate letters A - D, and write them in boxes 1 - 4 on your answer sheet.
1. The author claims that the most significant problem faced by schools nowadays is
- managing students' vastly differing literacy levels.
- how to teach reading and writing skills efficiently.
- how to effectively implement technology into classroom learning.
- obtaining the financial resources required to purchase technological equipment.
2. When addressing the debate based on literacy in the education sector, the author states that
- there is evidence of a relationship between evidence and external factors.
- there are conflicting but equally convincing arguments.
- over the past two decades, there has been an improvement in academic work.
- children’s ability to read and write has deteriorated in the past.
3. The author suggests towards the end of the passage that
- you can not divorce culture and literature.
- our accessibility to cultural knowledge is anticipated to increase.
- the word “literacy” hasn’t been very beneficial.
- around 10 percent of the population does not read literature.
4. The author's main point in the fourth paragraph is
- there is no requirement for reading for people who do manual jobs.
- every innovation has advantages as well as drawbacks.
- The printed text is acquiring as well as losing its authority.
- Those who fancy writing are offered the best careers by the media.
Reading The Screen Reading Answers with Explanations (1-4)
Type of question: Multiple choice questions
In this question type, you are asked to answer the question followed by several options, typically lettered A, B, C, or D. The task is to select the correct answer from the given choices based on the information provided in the reading passage.
How to best answer:
- Read the question carefully and understand what it asks.
- Pay attention to the keywords in the question.
- Skim the passage quickly to locate relevant information.
- Eliminate the clearly incorrect options.
- Select the answer that best fits the information in the passage.
From paragraph G: "To decide how to successfully integrate the new technologies into the classroom, the entertainment and information sectors must be engaged in a debate with academic institutions."
Explanation: This line highlights that the main challenge for schools is not merely about acquiring technological equipment but about how to effectively incorporate these technologies into teaching. It underscores the need for a collaborative approach to address this issue, making option C the correct answer.
From paragraph A: "On the other hand, a vast portion of progressives argues that literacy is far more complex than the basic technical skills of reading and writing. This second perspective is backed by the majority of relevant academic material published in the last two decades. According to these works, literacy is only understood in the context of its social and technical environment."
Explanation: This line demonstrates that the author argues literacy should be understood within its broader social and technical context rather than just focusing on reading and writing skills. This perspective, supported by recent academic work, reflects ongoing debate and complexity in literacy, making option A the correct answer.
From paragraph I: "However, the public service tradition of British broadcasting, which links new and old media, has made our literary tradition accessible to everyone."
Explanation: This line indicates that the integration of new and old media, particularly through British broadcasting, has improved access to literary traditions. The author anticipates that such media developments will increase overall accessibility to cultural knowledge, making option B the correct answer.
From paragraph D: "This decision might be interpreted as marking the end of any automatic connection between industrialisation and literacy. However, an increasing number of individuals also rely on their writing for a livelihood and are now better compensated than before."
Explanation: This line points out that while traditional printed text might be losing its dominance due to technological changes, writing remains important for those who rely on it professionally. The balance between the diminishing and evolving role of written content supports option C as the correct answer.
Also read: IELTS General Reading Test .
Questions and Answers 5-10
- YES if the statement agrees with the information given
- NO if the statement contradicts the information given
- NOT GIVEN if there is no information about this
5. The illiteracy rates are on the increase. 6. To work in television, a person requires a proficient literacy level. 7. Our literacy skills must attain the same level of expertise as seen in the past. 8. Analysing literacy levels is far more complex than it used to be. 9. Computers have a negative influence on literacy in classroom learning. 10. Professional writers receive better compensation now as compared to the past.
Reading The Screen Reading Answers with Explanations (5-10)
Type of question: Yes/No/Not Given(True/False/Not Given)
In this question type, you are required to determine whether the statements provided agree with, contradict, or are not mentioned in the reading passage.
- Understand what information is being presented and what is being asked.
- Find relevant information in the reading passage that relates to the statement.
- Determine if the statement agrees with, contradicts, or is not mentioned in the passage.
- If the information is not explicitly provided in the passage, select 'Not Given' rather than making assumptions.
- Base your answers solely on the information presented in the passage, avoiding personal opinions or outside knowledge.
From paragraph: N/A
Explanation: The passage does not provide explicit information about whether illiteracy rates are increasing or not. Since there is no relevant data or discussion on the rise in illiteracy rates, the statement cannot be verified with the given text.
From paragraph D: "While reading and writing skills aren't always required to watch television, they are needed for creating programs."
Explanation: This line shows that while literacy skills are not necessary for viewing television, they are essential for producing television programs. Therefore, proficiency in literacy is crucial for those working in television, making the statement correct.
From paragraph C: "While reading a certain quantity of writing is as important as it ever was in industrial society, it is questionable if complete knowledge of either is as important as it was three or four decades ago."
Explanation: The passage suggests that having a complete knowledge of literacy skills is not as crucial today as it was in the past. This implies that there is no need to achieve the same level of literacy expertise as before, making the statement incorrect.
From paragraph B: "However, the image is not consistent and does not clearly show the obvious difference between literate and illiterate, which had been deemed sufficient ever since the middle of the 19th century."
Explanation: This line indicates that the concept of literacy has become more complex over time, and the clear distinctions between literacy levels that existed in the past are no longer apparent. Therefore, analysing literacy levels today is more complicated than it used to be. This makes the statement correct.
From paragraph E: "There are even anecdotal reports that children are learning to read and write so that they can use the Internet. There is no reason why new and old media cannot be incorporated into schools to educate students with the skills they need to be economically successful and politically enfranchised."
Explanation: The passage argues that integrating new technologies, such as computers, into education can enhance literacy and provide students with essential skills. It does not suggest that these technologies negatively impact literacy, making the statement incorrect.
Reference:
From paragraph D: “However, an increasing number of individuals also rely on their writing for a livelihood and are now better compensated than before.“
Explanation: The passage highlights that those who use writing as a means of earning a living are now receiving better financial rewards compared to the past. This indicates that professional writers are better compensated now, making the statement correct.
Learn about IELTS Reading Vocabulary here!
Questions and Answers 11-13
- complete the sentences below with words taken from the Reading Passage.
- Write your answers in boxes 11 - 13 on your answer sheet.
- Use NO MORE THAN THREE WORDS for each answer.
11. To demonstrate the overall decline in certain sectors of literacy, the writer has used the example of _____.
12. According to studies, most people only write _______, after finishing school.
13. The proficient readers were able to read ________ in Renaissance England.
Reading The Screen Reading Answers with Explanations (11-13)
Type of question: Sentence Completion
In this question type, you are required to fill in the blanks in a given sentence with words or phrases taken directly from the passage. These questions test your ability to understand specific details and information presented in the text.
- Read the sentence carefully to understand the context.
- Identify keywords or clues that can help you find the answer in the passage.
- Scan the passage for relevant information, focusing on the area around the blank.
- Choose the answer that fits grammatically and contextually.
- Verify your answers and finalise them.
From paragraph B: "If you compare tabloid newspapers from now with those from five decades ago, you'll see a significant reduction in vocabulary and simplicity of syntax, presenting evidence that some parts of reading and writing have declined overall."
Explanation: The passage highlights that tabloid newspapers have shown a reduction in vocabulary and simpler syntax over the past five decades. This evidence is used to demonstrate the overall decline in certain sectors of literacy, making "tabloid newspapers" the correct answer for illustrating this decline.
From paragraph C: "The telephone has hampered people's ability to write letters fluently, and research indicates that for many individuals, the only writing they do outside of academic education is to make shopping lists."
Explanation: According to the passage, the proliferation of telephones has impacted people’s ability to write letters fluently. Research shows that beyond academic settings, the only writing most people do is making shopping lists, highlighting a significant reduction in writing activities outside of essential tasks. This makes "shopping lists" the correct answer.
From paragraph A: “For instance, in Renaissance England, there were significantly more individuals who could read than write. Within reading, there was a difference between people who could read print and those who were able to handle the difficult job of reading manuscripts.”
Explanation : The passage discusses the difference in literacy levels during Renaissance England, where individuals who could read manuscripts were distinguished from those who could only handle simpler print. This indicates that "manuscripts" is the correct answer, as it reflects the more complex reading ability in that historical context.
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Q. What are some common misconceptions about the IELTS Reading test?
Ans. Common misconceptions include the belief that the test is purely about reading quickly or that skimming and scanning will always suffice. In reality, you need to balance speed with comprehension and carefully analyse the passage to understand the context and nuances of the questions. Additionally, some think that only understanding the main ideas is enough, but detailed comprehension is also crucial.
Q. How can I stay calm and focused during the IELTS Reading test?
Ans. To stay calm and focused during the IELTS Reading test, practice relaxation techniques such as deep breathing before and during the test. Develop a consistent test-taking routine, practice with timed tests to build familiarity, and ensure you have a good night’s sleep before the exam. Staying organised and managing your time effectively will also help maintain focus.
Q. What is the band score range for the IELTS Reading module?
Ans. The IELTS Reading module is scored on a band scale from 0 to 9, with 0 being no attempt and 9 indicating an expert level of reading proficiency. Your band score reflects your ability to understand and interpret written English across various types of texts, with scores reported as whole or half bands.
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Solution for: Multitasks
Answer table.
| B | A |
| E | E |
| F | E |
| C | email voice |
| D | prefrontal cortex |
| B | group meetings |
| D |
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Exam Review
Do you read while listening to music? Do you like to watch TV while finishing your homework? People who have these kinds of habits are called multi-taskers.
Multitasks are able to complete two tasks at the same time by dividing their focus. However, Thomas Lehman, a researcher in Psychology, believes people never really do multiple things simultaneously. Maybe a person is reading while listening to music, but in reality, the brain can only focus on one task. Reading thewords in a book will cause you to ignore some of the words of the music. When people think they are accomplishing two different tasks efficiently, what they are really doing is dividing their focus. While listening to music, people become less able to focus on their surroundings. For example, we all have experience of times when we talk with friends and they are not responding properly. Maybe they are listening to someone else talk, or maybe they are reading a text on their smart phone and don't hear what you are saying. Lehman called this phenomenon “email voice"
the world has been changed by computers and its spin offs like smart-phones or cellphones. Now that most individuals have a personal device, like a smart-phoneor a laptop, they are frequently reading, watching or listening to virtual information. This raises the occurrence of multitasking in our day to day life. Nowwhen you work, you work with your typewriter, your cellphone, and some colleagues who may drop by at any time to speak with you. In professional meetings, when one normally focuses and listens to one another, people are more likely to have a cell phone in their lap, reading or communicating silently with more people than ever, liven inventions such as the cordless phone has increased multitasking. In the old days, a traditional wall phone would ring, and then the housewife would have to stop her activities to answer it. When it rang, the housewife will sit down with her legs up. and chat, with no laundry or sweeping or answering the door. In the modern era, our technology is convenient enough to not interrupt our daily tasks.
Earl Miller, an expert at the Massachusetts Institute of Technology, studied the prefrontal cortex, which controls the brain while a person is multitasking. According to his studies, the size of this cortex varies between species, He found that for humans, the size of this part constitutes one third of the brain, while it is only 4 to 5 percent in dogs, and about 15% in monkeys. Given that this cortex is larger on a human, it allows a human to be more flexible and accurate in his or her multitasking.. However, Miller wanted to look further into whether the cortexwas truly processing information about two different tasks simultaneously. He designed an experiment where he presents visual stimulants to his subjects in a wax that mimics multi-tasking. Miller then attached sensors tothe patients " heads to pick up the electric patterns of the brain. This sensor would show if" the brain particles, called neurons, were truly processing two different tasks. What he found is that the brain neurons only lit up in singular areas one at a time, and never simultaneously.
Davis Meyer, a professor of University of Michigan, studied the young adults in a similar experiment. He instructed them to simultaneously do math problems and classify simple words into different categories. For this experiment. Meyer found that when you think you are doing several jobs at the same time, you are actuallyswitching between jobs. Even though the people tried to do the tasks at the sametime, and both tasks were eventually accomplished, overall, the task look more time than if the person focused on a single task one at a time.
People sacrifice efficiency when multitasking, Gloria Mark set office workers as his subjects. He found that they were constantly multitasking. He observed that nearly every 11 minutes people at work were disrupted. He found that doing different jobs at the same time may actually save time. However, despite the fact that they are faster, it does not mean they are more efficient. And we are equally likely to self-interrupt as be interrupted by outside sources. He found that in office nearly every 12 minutes an employee would stop and with no reason at all,cheek a website on their computer, call someone or write an email. If they concentrated for more than 20 minutes, they would feel distressed. He suggestedthat the average person may suffer from a short concentration span. This short attention span might be natural, but others suggest that new technology may be the problem. With cellphones and computers at our sides at all times, people will never run out of distractions. The format of media, such as advertisements, music, news articles and TV shows are also shortening, so people are used to paying attention to information for a very short time
So even though focusing on one single task is the most efficient way for our brainsto work, it is not practical to use this method in real life. According to human nature, people feel more comfortable and efficient in environments with a varietyof tasks, Edward Hallowell said that people are losing a lot of efficiency in the workplace due to multitasking, outside distractions and self-distractions. As it matter of fact, the changes made to the workplace do not have to be dramatic.
No one is suggesting we ban e-mail or make employees focus on only one task. However, certain common workplace tasks, such as group meetings, would be more efficient if we banned cell-phones, a common distraction. A person can alsoapply these tips to prevent self-distraction. Instead of arriving to your office and checking all of your e-mails for new tasks, a common workplace ritual, a person could dedicate an hour to a single task first thing in the morning. Self-timing is a great way to reduce distraction and efficiently finish tasks one by one, instead of slowing ourselves down with multi-tasking.
Questions 1-5
Reading Passage 2 has six paragraphs, A-F.
Which paragraph contains the following information?
Write the correct letter, A-F, in boxes 1-5 on your answer sheet
1 A B C D E F a reference to a domestic situation that does not require multitasking Answer: B
2 A B C D E F a possible explanation of why we always do multitask together Answer: E
3 A B C D E F a practical solution to multitask in work environment Answer: F
4 A B C D E F relating multitasking to the size of prefrontal cortex Answer: C
5 A B C D E F longer time spent doing two tasks at the same time than one at a time Answer: D
Questions 6-10
Look at the following statements (Questions 6-10) and the list of scientists below.
Match each statement with the correct scientist, A-E.
Write the correct letter, A-E, in boxes 6-10 on your answer sheet. NB
You may use any letter more than once.
List of Scientists
A Thomas Lehman
B Earl Miller
c David Meyer
D Gloria Mark
E Edward Hallowell
6 A B C D E When faced multiple visual stimulants, one can only concentrate on one of them. Answer: B 7 A B C D E Doing two things together may be faster but not better. Answer: D 8 A B C D E People never really do two things together even if you think you do. Answer: A 9 A B C D E The causes of multitask lie in the environment. Answer: E 10 A B C D E Even minor changes in the workplace will improve work efficiency Answer: E
Questions 11-13
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes 11-13 on your answer sheet.
A term used to refer to a situation when you are reading a text and cannot focuson your surroundings is 11 Answer: email voice .
The 12 Answer: prefrontal cortex part of the brain controls multitasking.
The practical solution of multitask in work is not to allow use of cellphone in 13 Answer: group meetings .
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20 Critical Thinking Questions for IELTS Writing
20 questions to develop critical thinking skills.
In this lesson, we look at 20 questions that will help you to develop your critical thinking skills.
The more time you spend contemplating these questions in your preparation period, the faster you will be in your real IELTS writing test.
The Environment
- What can individuals/ companies/ government do to protect the environment?
- Who has a greater responsibility to protect the environment: individuals, companies, or governments?
- What stops individuals/ companies/ governments from taking action to improve the environment?
- Which is more important: protecting the environment or economic growth?
- Is it a good thing that more people own their own private car?
- How can we reduce traffic congestion in cities?
- What are the positive and negative effects of tourism?
- How can the government protect areas of natural beauty?
- How do you think that parenting styles were different in the past?
- What makes someone a “good” parent?
- Who has a larger influence on children, parents, teachers, or friends?
- What differences are there in terms of the opportunities you have (schooling, jobs, etc.) if you are born into a rich family or a poor family?
- Should subjects such as art and music be taught in schools?
- What skills should schools equip young people with?
- What factors should young people consider when choosing a career?
- Many people get the news from social media. Is this a good or a bad thing?
- How does technology effect our productivity at work?
- How will advances in technology change the quantity and type of jobs in the future?
- Is salary the most important aspect when choosing a job?
- What makes a career or profession a “good” one to choose?
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How to cite ChatGPT
Use discount code STYLEBLOG15 for 15% off APA Style print products with free shipping in the United States.
We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.
In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.
Quoting or reproducing the text created by ChatGPT in your paper
If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.
Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.
When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat
You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.
When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).
Creating a reference to ChatGPT or other AI models and software
The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.
The reference and in-text citations for ChatGPT are formatted as follows:
- Parenthetical citation: (OpenAI, 2023)
- Narrative citation: OpenAI (2023)
Let’s break that reference down and look at the four elements (author, date, title, and source):
Author: The author of the model is OpenAI.
Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.
Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.
The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.
Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.
Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).
Other questions about citing ChatGPT
You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.
We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?
On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.
For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.
Update: APA Journals has published policies on the use of generative AI in scholarly materials .
We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
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COMMENTS
This Academic IELTS Reading post focuses on solutions to IELTS Cambridge 2 Reading Test 1 Reading Passage 3 titled 'CHILDREN'S THINKING'.This is an aimed post for IELTS candidates who have great problems finding out and understanding Reading Answers in the AC module. This post can guide you the best to comprehend every Reading answer quite easily.
By solving and reviewing Sample Reading Questions from past IELTS papers, you can ensure that your Reading skills are up to the mark. The Academic passage ' Children's Thinking' is a reading passage that appeared in an IELTS Test. Ideally, you should not spend more than 20 minutes on a passage. Let's see how easy this passage is for you ...
Questions 27-32. Reading Passage 3 has six sections, A-F. Choose the correct heading for each section from the list of headings below. Write the correct number, i-viii, in boxes 27-32 on your answer sheet. List of Headings.
The two modifications together produced a jump in success rates from 30 per cent to 90 per cent for five-year-olds and from 35 per cent to 72.5 per cent for four-year-olds. For three-year- olds, for reasons that are still in need of clarification, no improvement—rather a slight drop in performance - resulted from the change.
Unlock the secrets of thinking differently in IELTS Academic Reading with Cambridge 9, Test 2, Reading Passage 3. Delve into a neuroscientist's insights on thinking outside the box. Discover the best solutions and comprehensive explanations to excel in the IELTS exam. Enhance your reading skills and broaden your perspective.
Answer: YES Locate. 13 Hewson's modifications resulted in a higher success rate for children of all ages. Answer: NO Locate. Children's thinking reading practice test has 13 questions belongs to the Science subject. In total 13 questions, 5 questions are YES-NO-NOT GIVEN form, 8 questions are Matching Information form.
CHILDREN'S THINKING: Reading Answers. IELTS Academic Test 1 - Passage 03: CHILDREN'S THINKING reading with answers location, explanation and pdf summary. CHILDREN'S THINKI
This Academic IELTS Reading post focuses on solutions to IELTS Cambridge Official Guide to IELTS; Test 2 Reading Passage 1 which is titled 'The Flavor of Pleasure'.This is a targeted post for IELTS candidates who have big problems finding out and understanding Reading Answers in the AC module. This post can guide you the best to understand every Reading answer without much trouble.
CHILDREN'S THINKING. O ne of the most eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two 'behaviour segments' in some novel way, never actually performed before, so as to reach a goal. T wo followers of Clark Hull, Howard and Tracey Kendler, devised a test for children that was ...
F WHO has cooperated with WFP to provide grain to the school at Msekeni. Answer: A. Answer: C. Food for thought 2 reading practice test has 13 questions belongs to the Recent Actual Tests subject. In total 13 questions, 2 questions are Multiple Choice form, 7 questions are Matching Headings form, 4 questions are Sentence Completion form.
TEST 22 READING IELTS 5 Practice Tests, Academic Set 5 . Page 150 . ... squirting water. Questions 1 - 6 . Answer the questions below. Write . NO MORE THAN THREE WORDS/AND OR A NUMBER . from the text for each answer. Write your answers in boxes . ... Critical thinking can be established in a classroom by the specific and deliberate nurturing ...
Download Study Plan. "Changes in Reading Habits" - IELTS Reading Answers is based on an IELTS academic reading passage. The passage has 13 questions that must be answered in 20 minutes. The Reading section offers the chance to achieve your highest score on the IELTS exam, but only with consistent practice.
Explanation: The location of the answer is in the second line of the paragraph. 'Conversely, teachers who have a tendency to 'overdirect' can diminish their gifted pupils' learning autonomy…'. Here, 'overdirect' means 'given too much guidance'. Moreover, 'diminish' and 'lost' are synonyms. Thus, the answer is clear.
Answer: The primary role of a teacher should be to teach his/her students the curricular lessons of the school. But, at the same time, a teacher should also act as a "mentor" or "role model" in the classroom so that his/her students can learn many other important "lessons of life", such as the value of discipline, punctuality, hard ...
Student teachers could then be given the chance to come and watch the specialists in the classroom: a much more worthwhile experience than the latter sitting thinking up ideas far removed from the classroom. Then we would have fewer initiatives like the recent government proposal to teach thinking in school.
Question: Children had problems thinking up ideas when they first created the story with Lego. Keywords: - had problems = didn't know - thinking up ideas/ created the story = know what to write about. Explain: In the same paragraph, we find the key words: "In the latest study, children first created their story with Lego with similar ...
Answer: B Locate. 4 a demand for suitable worldwide regulations. Answer: I Locate. 5 a list of medical conditions which place some children more at risk from noise than others. Answer: D Locate. 6 the estimated proportion of children in New Zealand with auditory problems. Answer: A Locate.
Here are explanations of the Questions of passage named 'The case for mixed-ability class', which is from the Cambridge 18 book. The Questions that have been asked are MCQs',' Summary Blanks' and Yes/No/Not Given'. You will find the locations of the Reading Answers, Keywords ( highlighted and underlined) and justifications.
Best of luck with your exam. Question PDF IELTSFever-academic-reading-test-99.pdf. For Answers Academic IELTS Reading Test 99 Answers. Reading Passage 1. You should spend about 20 minutes on Questions 1-13, which are based on the IELTSFever Academic IELTS Reading Test 99 Reading Passage Plant Scents below.
C. Questions 28-35 CHILDREN'S THINKING IELTS READING. Classify the following descriptions as referring to:-. Clark Hull CH. Howard and Tracey Kendler HTK. Michael Cole and colleagues MC. Simon Hewson SH. Write the appropriate letters in boxes 28-35 on your answer sheet. NB You may use any answer more than once.
The IELTS Reading section challenges candidates with passages that require a deep understanding of content, critical thinking, and the ability to answer diverse question types. Topics such as the environmental implications of fossil fuel dependency frequently appear due to their relevance and complexity.
The topic "Reading The Screen" is a popular passage in the IELTS reading test.The passage discusses the debate surrounding literacy in education. It contrasts traditional views of literacy, which focus on reading and writing skills, with modern perspectives that consider literacy as part of a broader social and technical context.
Answer: email voice. Answer: prefrontal cortex part of the brain controls multitasking. Answer: group meetings. Multitasks reading practice test has 13 questions belongs to the Recent Actual Tests subject. In total 13 questions, 10 questions are Matching Information form, 3 questions are Summary, form completion form.
In this lesson, we look at 20 questions that will help you to develop your critical thinking skills. The more time you spend contemplating these questions in your preparation period, the faster you will be in your real IELTS writing test. The Environment. What can individuals/ companies/ government do to protect the environment?
We, the APA Style team, are not robots. We can all pass a CAPTCHA test, and we know our roles in a Turing test.And, like so many nonrobot human beings this year, we've spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT.