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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.
Life lessons from villains, crooks and gangsters
(A) A notorious Mexican drug baron’s audacious escape from prison in July doesn’t, at first, appear to have much to teach corporate boards. But some in the business world suggest otherwise. Beyond the morally reprehensible side of criminals’ work, some business gurus say organised crime syndicates, computer hackers, pirates and others operating outside the law could teach legitimate corporations a thing or two about how to hustle and respond to rapid change.
(C) Joaquin Guzman, the head of the Mexican Sinaloa drug cartel, for instance, slipped out of his prison cell through a tiny hole in his shower that led to a mile-long tunnel fitted with lights and ventilation. Making a break for it required creative thinking, long-term planning and perseverance – essential skills similar to those needed to achieve success in big business.
(E) By contrast, many legitimate businesses fail because they hesitate to adapt quickly to changing market winds. One high-profile example is movie and game rental company Blockbuster, which didn’t keep up with the market and lost business to mail order video rentals and streaming technologies. The brand has all but faded from view. Liddell argues the difference between the two groups is that criminal organisations often have improvisation encoded into their daily behaviour, while larger companies think of innovation as a set process. “This is a leadership challenge,” said Liddell. “How well companies innovate and organise is a reflection of leadership.”
Left-field thinking
(F) Cash-strapped start-ups also use unorthodox strategies to problem solve and build their businesses up from scratch. This creativity and innovation is often borne out of necessity, such as tight budgets. Both criminals and start-up founders “question authority, act outside the system and see new and clever ways of doing things,” said Goodman. “Either they become Elon Musk or El Chapo.” And, some entrepreneurs aren’t even afraid to operate in legal grey areas in their effort to disrupt the marketplace. The co-founders of music streaming service Napster, for example, knowingly broke music copyright rules with their first online file sharing service, but their technology paved the way for legal innovation as regulators caught up.
(G) Goodman and others believe thinking hard about problem solving before worrying about restrictions could prevent established companies falling victim to rivals less constrained by tradition. In their book The Misfit Economy, Alexa Clay and Kyra Maya Phillips examine how individuals can apply that mindset to become more innovative and entrepreneurial within corporate structures. They studied not just violent criminals like Somali pirates, but others who break the rules in order to find creative solutions to their business problems, such as people living in the slums of Mumbai or computer hackers. They picked out five common traits among this group: the ability to hustle, pivot, provoke, hack and copycat.
(H) Clay gives a Saudi entrepreneur named Walid Abdul-Wahab as a prime example. Abdul-Wahab worked with Amish farmers to bring camel milk to American consumers even before US regulators approved it. Through perseverance, he eventually found a network of Amish camel milk farmers and started selling the product via social media. Now his company, Desert Farms, sells to giant mainstream retailers like Whole Foods Market. Those on the fringe don’t always have the option of traditional, corporate jobs and that forces them to think more creatively about how to make a living, Clay said. They must develop grit and resilience in order to last outside the cushy confines of cubicle life. “In many cases scarcity is the mother of invention,” Clay said.
Ielts Academic Reading Sample 65
IELTS Academic Reading Sample 65 – Making Every Drop Count Details Last Updated: Friday, 26 May 2023 13:40 Written by IELTS Mentor Hits: 103966
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 65 on the following pages.
Question 14-20 Reading Passage 65 has seven paragraphs, A-H Choose the correct heading for paragraphs A and C-H from the list of headings below. Write the correct number, i-xi, in boxes 14-20 on your answer sheet.
List of Headings
i Scientists’ call for revision of policyii An explanation for reduced water useiii How a global challenge was metiv Irrigation systems fall into disuse v Environmental effectsvi The financial cost of recent technological improvementsvii The relevance to healthviii Addressing the concern over increasing populationsix A surprising downward trend in demand for water x The need to raise standardsxi A description of ancient water supplies
MAKING EVERY DROP COUNTA The history of human civilization is entwined with the history of ways we have learned to manipulate water resources. As towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.
B During the industrial revolution and population explosion of the 19th and 20th centuries, the demand for water rose dramatically. Unprecedented construction of tens of thousands of monumental engineering projects designed to control floods, protect clean water supplies, and provide water for irrigation and hydropower brought great benefits to hundreds of millions of people. Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation system that makes possible the growth of 40% of the world’s food. Nearly one-fifth of all the electricity generated worldwide is produced by turbines spun by the power of falling water.
C Yet there is a dark side to this picture: despite our progress, half of the world’s population till suffers, with water services inferior to those available to the ancient Greeks and Romans. As the United Nations report on access to water reiterated in November 2001, more than one billion people lack access to clean drinking water: some two and half billion do not have adequate sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve their problems.
D The consequences of our water policies extend beyond jeopardizing human health. Tens of millions of people have been forced to move from their homes – often with little warning or compensation – to make way for the reservoirs behind dams. More than 20% of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers* are being pumped down faster than they are naturally replenished in part of India, China, the USA and elsewhere. And disputes over shared water resources have led to violence and continue to raise local, national and even international tensions.
E At the outset of the new millennium, however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as a top priority – ensuring ‘some for all,’ instead of ‘more for some’. Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasingly considered the option of last, not first, resort. This shift in philosophy has not been universally accepted, and it comes with strong opposition from some established water organizations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food and a life free from preventable water-related illness.
F Fortunately – and unexpectedly – the demand for water is not rising as rapidly as some predicted. As a result, the pressure to build now water infrastructures has diminished over the past two decades. Although population, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lacks has slowed. And in a few parts of the world, demand has actually fallen.
G What explains this remarkable turn of events? Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed per person doubled on average; in the USA, water withdrawals increased tenfold while the population quadrupled. But since 1980, the amount of water consumed per person has actually decreased, thanks to a range of new technologies that help to conserve water in homes and industry. In 1965, for instance, Japan used approximately 13 million gallons* of water to produce $1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for inflation) – almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more than 20% from their peak in 1980.
H On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to smaller budget.
Question 21-26Do the following statement agree with the information given in Reading Passage 65: In boxes 21-26 on your answer sheet, write
YES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this
21 Water use per person is higher in the industrial world than it was in Ancient Rome.22 Feeding increasing populations is possible due primarily to improved irrigation systems23 Modern water systems imitate those of the ancient Greeks and Romans.24 Industrial growth is increasing the overall demand for water.25 Modern technologies have led to reduction in the domestic water consumption.26 In the future, governments should maintain ownership of water infrastructures.
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Free Ielts General Training Reading Sample Questions
A quick overview of IELTS General Training Reading test Sample questions Multiple choice
There are three types of multiple choice questions:
Choose the best answer from four choices (A, B, C or D)
Choose the best two answers from five choices (A, B, C, D or E)
Choose the best three answers from seven choices (A, B, C, D, E, F or G)
Each multiple choice question may involve completing a sentence, where you are given the first part of a sentence and then you have to choose the best way to complete it from the options, or you might have to answer a complete question, choosing the option which best answers it.
The questions are presented in the same order as the information in the reading text. So, the answer to the first multiple choice question will be located in the text before the answer to the second multiple choice question, and so on.
Identifying informationWhen you have to identify information, you will be given a number of statements and asked: “Do the following statements agree with the information in the text?”. When you answer the questions, you write “True”, “False” or “Not given” in the answer boxes.
It is important to understand the difference between “False” and “Not given”. “False” means the passage states the opposite of the statement in question. “Not given” means that the statement is neither confirmed nor contradicted by the information in the passage.
Identifying a writer’s views or claimsIn this question type, where you have to identify a writer’s view or claim, you will be given a number of statements and asked: ‘Do the following statements agree with the views/claims of the writer?’. You will then select ‘Yes’, ‘No’ or ‘Not given’.
It is important to understand the difference between ‘No’ and ‘Not given’. ‘No’ means that the views or claims of the writer explicitly disagree with the statement, i.e. the writer expresses the view or makes a claim which is opposite to the one given in the question; ‘Not given’ means that the view or claim is neither confirmed nor contradicted.
Be careful when deciding on your answer that you are not influenced by your own knowledge on the topic area.
This question type assesses your ability to recognise opinions or ideas, and so it is often used with discursive or argumentative texts.
Matching informationIn this matching information question type, you are required to locate specific information within the lettered paragraphs or sections of a text, and then you have to select the letters of the correct paragraphs or sections.
You may be asked to find:
You will not necessarily need to find information in every paragraph or section of the text, but there may be more than one piece of information that you need to locate in a given paragraph or section. When this is the case, you will be told that you can use a letter more than once.
This matching information question type can be used with any text, as it tests a wide range of reading skills, from locating detail to recognising a summary or definition.
Matching information assesses your ability to scan for specific information.
Matching headingsA heading refers to the main idea of the paragraph or section of the text. In the matching headings question type, you are given a list of headings and then asked to match the heading to the correct paragraphs or sections. There will always be more headings than there are paragraphs or sections, so some headings will not be used. It is also possible that some paragraphs or sections may not be included in the task. This question type is used with texts that contain paragraphs or sections with clearly defined themes.
Matching headings tests your ability to recognise the main idea or theme in the paragraphs or sections of a text, and to distinguish main ideas from supporting ones.
Matching featuresYou are required to match a set of statements or pieces of information to a list of options. The options are presented as a group of features from the text with each one identified by letters. For example, you may be required to match different research findings to a list of researchers, or characteristics to age groups, events to historical periods, etc. It is possible that some options will not be used, and that others may be used more than once. The instructions will tell you if you can use the options more than once.
Matching features will assess your ability to recognise relationships and connections between facts in the text and your ability to recognise opinions and theories. It may be used both with factual information, as well as opinion-based discursive texts. You will need to be able to skim and scan the text in order to locate the required information and then to read for detail to match the correct feature.
Matching sentence endingsWhen you have to match sentence endings, you are given the first half of a sentence based on the reading text and you are asked to choose the best way to complete it from a list of possible options. There will be more options to choose from than there are questions. You will then have to choose the correct option to complete the sentence. The questions are in the same order as the information in the passage: that is, the answer to the first question in this group will be found before the answer to the second question, and so on.
Matching sentence endings assesses your ability to understand the main ideas within a sentence.
Sentence completionIn this sentence completion question type, you will complete sentences taken from the reading text. The instructions will make it clear how many words or numbers you should use in your answer, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If you write more than the number of words in the instruction, you will lose the mark. Numbers can be written using figures or words. Hyphenated words count as single words. The questions are in the same order as the information in the passage: that is, the answer to the first question in this group will be found before the answer to the second question, and so on.
Sentence completion assesses your ability to locate detail or specific information.
Summary, note, table, flow-chart completionIn this summary completion question type, you will be given a summary of a section of the text and are required to complete it with information taken from the text. The summary will usually be of only one part of the passage rather than the whole.
The given information may be in the form of:
several connected sentences of text (referred to as a summary)
several notes (referred to as notes)
a table with some of its cells empty or partially empty (referred to as a table)
a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty (referred to as a flow-chart).
The answers will not necessarily occur in the same order as in the text. However, they will usually come from one section rather than the entire text.
There are two variations of this task type. You may be asked to:
Where words have to be selected from the passage, the instructions will make it clear how many words or numbers you should use in your answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If you write more than the number of words asked for, you will lose the mark.
Numbers can be written using figures or words. Hyphenated words count as single words. Where a list of answers is provided, they most frequently consist of a single word.
Because this task type often relates to precise factual information, it is often used with descriptive texts.
It will assess your ability to understand details and/or the main ideas of a section of text. In the variations involving a summary or notes, you will need to be aware of the type of word(s) that will fit into a given gap (for example, whether a noun is needed, or a verb, etc.).
Diagram label completionIn this question type, you are required to complete labels on a diagram, which relates to a description contained in the text. The instructions will make it clear how many words or numbers you should use in your answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If you write more than the number of words asked for, you will lose the mark. Numbers can be written using figures or words. Hyphenated words count as single words. The answers do not necessarily occur in order in the passage. However, they will usually come from one section rather than the entire text.
The diagram may show some type of machine, or of parts of a building or of any other element that can be represented pictorially. This task type is often used with texts describing processes or with descriptive texts.
Diagram label completion assesses your ability to understand a detailed description, and to relate it to information presented in the form of a diagram.
Short-answer questionsIn this question type, you are required to answer a question providing a short answer. You will answer questions which usually relate to factual information about details in the text.
You must write your answers using words or numbers from the text. The instructions will make it clear how many words or numbers you should use in your answers, e.g. ‘NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage’, ‘ONE WORD ONLY’ or ‘NO MORE THAN TWO WORDS’. If you write more than the number of words asked for, you will lose the mark.
Numbers can be written using figures or words. Hyphenated words count as single words. The questions are in the same order as the information in the text.
Short-answer questions assess your ability to locate and understand precise information in the text.
Ielts Academic Reading: Cambridge 7, Test 1: Reading Passage 2; Making Every Drop Count; With Top Solutions And Step
This IELTS Reading post focuses on all the solutions for IELTS Cambridge 7 Test 1 Reading Passage 2, which is entitled ‘MAKING EVERY DROP COUNT’. This is a post primarily for IELTS candidates who have great problems in finding answers for the Academic Reading module. This post can guide you the best to comprehend each Reading answer without facing much difficulty. Tracing IELTS Reading answers is a gradual process and I sincerely hope this post can help you in your IELTS Reading preparation.
IELTS Cambridge 7 Test 1: AC Reading Module
Reading Passage 2:
The headline of the passage: MAKING EVERY DROP COUNT
Questions 14-20 (List of headings):
[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph that will be done for the candidates for their understanding of the task.
TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence. ]
Question 14: Paragraph A
In the first lines of paragraph A, the writer says, “The history of human civilisation is entwined with the history of the ways we have learned to manipulate water resources.”
Then in lines 4-7, the writer mentions, “At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.”
Here, the Roman Empire, nine major systems = ancient water supplies,
So, the answer is: xi (A description of ancient water supplies)
Question 15: Paragraph C
Paragraph C narrates the dangers to physical condition as the result of a shortage of pure water. The writer mentions in lines 4-7, “.. … . . more than one billion people lack access to clean drinking water: some two and half billion do not have adequate sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000 children every day, .. . .. . .”
So, the answer is: vii (the relevance to health)
Question 16: Paragraph D
Paragraph D details about the environmental effects of water-shortage.
In lines 4-7 the writer mentions, “. . .. … . more than 20% of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity.”
So, the answer is: v (Environmental effects)
Question 17: Paragraph E
In paragraph E, take a look at the following sentences.
“. .. … however, the resource planners think about water is beginning to change.” (lines 1-2).
“The focus is slowly shifting back to the provision of basic human and environmental needs as top priority – .. ..” (lines 2-3)
“Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities,. .. ..” (lines 4-5)
Here, resource planners/water experts = scientists, demanding = call, beginning to change/slowly shifting back, existing infrastructure be used in smarter ways = revision of policy,
So, the answer is: i (Scientists’ call for a revision of policy)
Question 18: Paragraph F
In paragraph F, take a close look at the following sentences.
In lines 1-2 the writer mentions, “Fortunately – and unexpectedly – the demand for water is not rising as rapidly as some predicted.”
Then, in lines 3-5, the writer says, “Although population, industrial output, and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lacks has slowed.”
Here, unexpectedly = surprising, the rate.. .. has slowed = downward trend,
So, the answer is: ix (A surprising downward trend in demand for water)
Question 19: Paragraph G
Paragraph G opens with this question, “What explains this remarkable turn of events?”
This suggests that the author will give an explanation of the reasons behind this reduced use of water.
In lines 1-2 the writer mentions, “Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use.”
This means that there are two reasons behind reduced water use; first, people have found out ways to use water efficiently, and second, communities now think twice about their priorities for how to use water.
So, the answer is: ii (An explanation for reduced water use)
Question 20: Paragraph H
In paragraph H, we find that the writer feels the need to raise standards in use of water and planning for better infrastructure, “On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to smaller budget.”
Here, higher specifications = raise standards,
So, the answer is: x (The need to raise standards)
Questions 21-26 (YES, NO, NOT GIVEN)
[In this type of question, candidates are asked to find out whether:
The statement in the question matches with the claim of the writer in the text- YES
The statement in the question contradicts with the claim of the writer in the text- NO
The statement in the question has no clear connection with the account in the text- NOT GIVEN]
[TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]
Question 21: Water use per person is higher in the industrial world than it was in Ancient Rome.
Keywords for this question: water use, per person, higher, industrial world, Ancient Rome,
The last lines of paragraph A give us the answer to this question. The writer says here, “At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.”
Here, as much water per person . .. . . as is provided.. .. today means the supply of water is not higher; it is rather equal.
So, the answer is: NO
Question 22: Feeding increasing populations is possible due primarily to improved irrigation systems.
Keywords for this question: feeding, increasing populations, possible, due to, improved irrigation system,
In paragraph B the writer says in lines 5-7, “Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40% of the world’s food.”
Here, soaring = increasing, because of = due primarily to, artificial irrigation systems = improved irrigation systems,
So, the answer is: YES
Question 23: Modern water systems imitate those of the ancient Greeks and Romans.
Keywords for this question: modern water systems, imitate, ancient Greeks and Romans,
In paragraph C the writer says in lines 2-3, “.. . … half of the world’s population still suffers, with water services inferior to those available to the ancient Greeks and Romans.”
However, we do not find any information that says modern water systems are a copied version of the Ancient Greek and Roman water systems.
So, the answer is: NOT GIVEN
Question 24: Industrial growth is increasing the overall demand for water.
Keywords for this question: industrial growth, increasing, overall demand, water,
In paragraph F the writer argues in lines 3-5, “.. .. . Although population, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes has slowed.”
Here, the rate . .. . has slowed = demand of water is decreasing.
Therefore, the lines directly contradict the information provided in question 24.
So, the answer is: NO
Question 25: Modern technologies have led to reduction in the domestic water consumption.
Keywords for this question: modern technologies, led to, reduction, domestic water consumption,
In paragraph G the author states in lines 5-7, “.. . . . But since 1980, the amount of water consumed per person has actually decreased, thanks to a range of new technologies that help to conserve water in homes and industry.”
Here, thanks to a range of new technologies = modern technologies have led to,
Therefore, the lines directly match with the statement in question 25.
So, the answer is: YES
Question 26: In the future, governments should maintain ownership of water infrastructures.
Keywords for this question: future, governments, should maintain, ownership, water infrastructures,
Information relating to government and water infrastructures can only be traced in paragraphs H and E.
In paragraph E, the writer only says: “Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities.” There is no discussion about ownership whatsoever.
In paragraph H: “…dams, aqueducts and other kinds of infrastructure will still have to be built….”. But again there is a clear indication of ownership here. Therefore, the sentences lack information about whether governments should maintain ownership of water infrastructures or not.
So, the answer is: NOT GIVEN
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Ielts Academic Reading: Cambridge 9, Test 2: Reading Passage 2; Venus In Transit; With Best Solutions And Detailed Explanations
IELTS Academic Reading: Cambridge 9, Test 2: Reading Passage 2; Venus in transit; with best solutions and detailed explanations
This IELTS Reading post focuses on all the solutions for IELTS Cambridge 9 Test 2 Reading Passage 2 which is entitled ‘Venus in transit‘ . This is a post for candidates who have major problems in finding Reading Answers. This post can guide you the best to comprehend each Reading answer without facing much difficulty. Tracing IELTS Reading answers is a slow process and I sincerely hope this post can assist you in your IELTS Reading preparation.
Reading Passage 2: The headline of the passage: Venus in transitQuestions 14-17 (Identifying information):
[This question asks you to find information from the passage and write the number of the paragraph (A, B, C or D … .. ) in the answer sheet. Now, if the question is given in the very first part of the question set, I’d request you not to answer them. It’s mainly because this question will not follow any sequence, and so it will surely kill your time. Rather, you should answer all the other questions first. And just like List of Headings, only read the first two lines or last two lines of the expected paragraph initially. If you find the answers, you need not read the middle part. If you don’t find answers yet, you can skim the middle part of the paragraph. Keywords will be a useful matter here.]
Question 14: examples of different ways in which the parallax principle has been applied
Keywords for the question: different ways, parallax principle, applied,
The first lines of paragraph F indicates that the parallax principle has been applied in several ways using different measurements. “But astronomers labored hard to analyse the results of these expeditions to observe Venus transits. Johann Franz Encke, Director of the Berlin Observatory, finally determined a value for the AU based on all these parallax measurements.”
Here, determined a value . . .. . all these parallax measurements = different ways …. Parallax principle ….applied,
Question 15: a description of an event which prevented a transit observation
Keywords for the question: event, prevented, transit observation,
Take a look at the very last line of paragraph D, “Ironically, after travelling nearly 50,000 kilometres, his view was clouded out at the last moment, a very dispiriting experience.”
Here, his view was clouded out at the last moment = the event which prevented the observation,
Question 16: a statement about potential future discoveries leading on from transit observations
Keywords for the question: potential future discoveries, transit observations,
TIPS: It is generally observed in IELTS exam that any statement indicating “future” is mostly found in the last paragraphs. So, when you are asked to look for ‘future’, go straight to the last paragraph.
In paragraph G, the last lines give us the answer, “. . . But such transits have paved the way for what might prove to be one of the most vital breakthroughs in the cosmos – detecting Earth-sized planets orbiting other stars.”
Here, paved the way for = leading on from, might prove to be = future, breakthroughs = discoveries,
Question 17: a description of physical states connected with Venus which early astronomical instruments failed to overcome
Keywords for the question: physical states, connected, Venus, early astronomical instruments, failed,
The last lines of paragraph E indicate the answer for us. “.. .. . . this showed astronomers that Venus was surrounded by a thick layer of gases refracting sunlight around it, both effects made it impossible to obtain accurate timings.”
Here, made it impossible to obtain = failed to overcome
Questions 18-21: (Matching statements with correct person or people):
(The rules for finding answers to this sort of question are simple. Just find the keywords and read around different names of people or person carefully. Then, give a quick look to check whether there is another statement or idea provided by the same person in the text. If there is, check the reference carefully and decide your answer. Remember, the questions may not follow any sequential order. )
Question 18: He calculated the distance of the Sun from the Earth based on observations of Venus with a fair degree of accuracy.
Keywords for this question: distance, observations of Venus, accuracy,
In paragraph F, the writer says in lines 2-5, “. … . . Johann Franz Encke, Director of the Berlin Observatory, finally determined a value for the AU based on all these parallax measurements: 153,340,000 km. Reasonably accurate for the time, that is quite close to today’s value of 149,597,870 km. . .. ..”
AU (Astronomical Unit) = distance of the Earth from the Sun (in paragraph B)
Here, a fair degree of accuracy = Reasonably accurate,
So, the answer is: D (Johann Franz Encke)
Question 19: He understood that the distance of the Sun from the Earth could be worked out by comparing observations of a transit.
Keywords for this question: distance, worked out by comparing observations,
In paragraph B we find how Edmund Halley realised the observation of a transit could help find out the distance between the Earth and the Sun, “He realised that from different latitudes, the passage of the planet across the Sun’s disc would appear to differ. By timing the transit from two widely-separated locations, teams of astronomers could calculate the parallax angle – the apparent difference in position of an astronomical body due to a difference in the observer’s position. Calculating this angle would allow astronomers to what was then the ultimate goal: the distance of the Earth from the Sun.”
So, the answer is: A (Edmund Halley)
Question 20: He realised that the time taken by a planet to go around the Sun depends on its distance from the Sun.
Keywords for this question: time, around the Sun, distance from the Sun,
Paragraph C talks about Johannes Kepler’s realisation about timing of the orbit done by a planet around the Sun. Here, the writer says, “Johannes Kepler, in the early 17th century, had shown that the distances of the planets from the Sun governed their orbital speeds, which were easily measurable.”
So, the answer is: B (Johannes Kepler)
Question 21: He witnessed a Venus transit but was unable to make any calculations.
Keywords for this question: Venus transit, unable, make calculations,
In lines 4-6 of paragraph D, the writer sympathizes Guillaume Le Gentil which indicates that he was unable to do something, “. . .. . The person who deserves most sympathy is the French astronomer Guillaume Le Gentil.” Then follow the last lines, ” .. . Ironically, after travelling nearly 50,000 kilometres, his view was clouded out at the last moment, a very dispiriting experience.”
Questions 22-26 (TRUE, FALSE, NOT GIVEN)
So, the answer is: C (Guillaume Le Gentil)
In this type of question, candidates are asked to find out whether:
The statement in the question agrees with the information in the passage – The statement in the question contradicts with the information in the passage – If there is no information on this – NOT GIVEN
[For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]
Question 22: Halley observed one transit of the planet Venus.
Keywords for this question: Halley, observed, transit, Venus,
In the last few lines of paragraph C, the writer says, “. . .and Halley worked out that by using Venus it would be possible to measure the Sun’s distance to 1 part in 500. But there was a problem: transits of Venus, unlike those of Mercury, are rare, occurring in pairs roughly eight years apart every hundred or so years. Nevertheless, he accurately predicted that Venus would cross the face of the Sun in both 1761 and 1769 – though he didn’t survive to see either.“
These lines suggest that Halley predicted the transits of Venus but he was not able to observe any transit because he died before that.
Question 23: Le Gentil managed to observe a second Venus transit.
Keywords for this question: Le Gentil, observe, second Venus transit,
In paragraph D, the writer states in lines 8-11, “Undaunted, he remained south of the equator ….before setting off observe the next transit in the Philippines. Ironically, after traveling nearly 50,000 kilometers, his view was clouded out at the last moment, a very dispiriting experience.”
Here, his view was clouded out = he could not observe the transit,
The lines suggest that Le Gentil was not able to observe a second Venus transit in the Philippines due to the thickness of the cloud.
Question 24: The shape of Venus appears distorted when it starts to pass in front of the Sun.
Keywords for this question: shape, distorted, pass in front of the sun,
In paragraph E, take a look at lines 1-3, “While the early transit timings were as precise as instruments would allow, the measurements were dogged by the ‘black drop’ effect. When Venus begins to cross the Sun’s disc, it looks smeared not circular.”
Here, pass in front of the Sun = cross the Sun’s disc, distorted = smeared not circular
Question 25: Early astronomers suspected that the atmosphere on Venus was toxic.
Keywords for this question: early astronomers, suspected, atmosphere on Venus, toxic,
There is no information in this passage about the atmosphere of Venus.
So, the answer is: NOT GIVEN
Question 26: The parallax principle allows astronomers to work out how far away distant stars are from the Earth.
Keywords for this question: parallax principle, how far, stars, Earth,
In paragraph F, take a look at lines 7-10, “The parallax principle can be extended to measure the distances to the stars. If we look at a star in January – when Earth is at one point in its orbit – it will seem to be in a different position from where it appears six month later. Knowing the width of Earth’s orbit, the parallax shift lets astronomers calculate the distance.”
Ielts Academic Reading: Cambridge 6 Test 3 Reading Passage 1; Passage With No Title; With Top Solutions And Best Explanations
This Academic IELTS Reading post focuses on solutions to IELTS Cambridge 6 Reading Test 3 Reading Passage 1 about ‘History of films’. This is a 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.
IELTS Cambridge 6 Test 3: AC Reading Module
Reading Passage 1: Questions 1-13
This passage contains no title
Questions 1-5: Identifying information:
[This question asks you to find information from the passage and write the number of the paragraph (A, B, C or D … .. ) in the answer sheet. Now, if the question is given in the very first part of the question set, I’d request you not to answer them. It’s mainly because this question will not follow any sequence, and so it will surely kill your time. Rather, you should answer all the other questions first. And just like List of Headings, only read the first two lines or last two lines of the expected paragraph initially. If you find the answers, you need not read the middle part. If you don’t find answers yet, you can skim the middle part of the paragraph. Keywords will be a useful matter here.]
Question no. 1: the location of the first cinema
Keywords for the question: location, first cinema,
In paragraph A, read these lines carefully, “The Lumière Brothers opened their Cinematographe, at 14 Boulevard des Capucines in Paris, to 100 paying customers over 100 years ago, on December 8, 1985. Before the eyes of the stunned, thrilled audience, photographs came to life and moved across a flat screen.”
The following paragraphs (especially paragraph C) gives indication that 14 Boulevard des Capucines in Paris was the first location in the world to show a cinema.
So, the answer is: A
Question no. 2: how cinema came to focus on stories
Keywords for the question: how, cinema, focus on stories,
The first few lines of paragraph I indicate the answer as the writer explains here, “Cinema might, for example, have become primarily a documentary form. Or it might have developed like television -as a strange noisy transfer of music, information and narrative. But what happened was that it became, overwhelmingly, a medium for telling stories.
So, the answer is: I
Question no. 3: the speed with which cinema has changed
Keywords for the question: speed, cinema, changed,
Skim paragraph J to find how fast cinema has changed, “And it has all happened so quickly. Almost unbelievably, it is a mere 100 years since that train arrived and the audience screamed and fled, convinced by the dangerous reality of what they saw, and, perhaps, suddenly aware that the world could never be the same again -that, maybe, it could be better, brighter, more astonishing, more real than reality.”
Here, it is a mere 100 years mean that cinema has progressed very fast during 100 years.
So, the answer is: J
Question no. 4: how cinema teaches us about other cultures
Keywords for the question: how, cinema, teaches, other cultures,
The answer can be found in lines 1-6 of paragraph E. The writer says here, “One effect of this realism was to educate the world about itself. For cinema makes the world smaller. Long before people travelled to America or anywhere else, they knew what other places looked like; they knew how other people worked and lived. . .. .. .”
Here, they knew what other places looked like; they knew how other people worked and lived = cinema teaches us about other cultures,
So, the answer is: E
Question no. 5: the attraction of actors in films
Keywords for the question: attraction, actors, films,
The first lines of paragraph G give us the answer, “The ‘star’ was another natural consequence of cinema. The cinema star was effectively born in 1910. Film personalities have such an immediate presence that inevitably, they become super-real. .. ..”
Here, Film personalities = actors, an immediate presence = attractions,
So, the answer is: G
Question 6-9: YES, NO, NOT GIVEN
[In this type of question, candidates are asked to find out whether:
The statement in the question matches with the claim of the writer in the text- YES The statement in the question contradicts with the claim of the writer in the text- NO The statement in the question has no clear connection with the account in the text- NOT GIVEN
[TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]
Question no. 6: It is important to understand how the first audiences reacted to the cinema.
Keywords for the question: important, understand, how, first audiences, reacted to, cinema,
The answer is found in lines 4-9 of paragraph B, “ . .. . But it is worth trying, for to understand the initial shock of those images is to understand the extraordinary power and magic of cinema, the unique, hypnotic quality that has made films the most dynamic, effective art form of the 20th century.”
Here, it is worth trying = it is important, the initial shock of those images = how the first audiences reacted to the cinema,
So, the answer is: YES
Question no. 7: The Lumiere Brothers’ film about the train was one of the greatest films ever made.
Keywords for the question: Lumiere Brothers’ film, train, one of, greatest films ever made,
Paragraph C gives a detailed explanation of The Lumiere Brothers’ film about the train. Here, these lines may confuse you, “ . .. Yet the Russian director Andrei Tarkovsky, one of the greatest of all film artists, described the film as a ‘work of genius’.”
You need to read the question again; it asks about the film, not the film artists.
In this passage, there is no information about whether this film is one of the greatest films ever made or not.
So, the answer is: NOT GIVEN
Question no. 8: Cinema presents a biased view of other countries.
Keywords for the question: cinema, presents, biased view, other countries,
In paragraph E we find the information that cinema can make us aware about other countries. So, we can guess that the answer to this question should be found in the same paragraph. However, it does not say anywhere that cinema gives a biased view of other countries.
So, the answer is: NOT GIVEN
Question no. 9: Storylines were important in very early cinema.
Keywords for the question: storylines, important, very early cinema,
In paragraph D H lines 5-7 say, “ . .. . All that mattered at first was the wonder of movement. … . .”
Here, All that mattered at first = all that was important in very early cinema,
So, it was the wonder of movement, not the storylines.
So, the answer is: NO
Questions 11-13: Multiple choice questions
[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about the title.]
Question no. 10: The writer refers to the film of the train in order to demonstrate –
Keywords for the question: the film of train, to demonstrate,
Take a look at these lines paragraph C where the writer talks about the film about the moving train presented by the Lumiere Brothers, “. . .. ‘As the train approached,’ wrote Tarkovsky, ’panic started in the theatre: people jumped and ran away. That was the moment when cinema was born. The frightened audience could not accept that they were watching a mere picture.. … .”
Clearly, the writer explains the impact of the early films as mass people reacted with astonishment.
So, the answer is: B (the impact of early films)
Question no. 11: In Tarkovsky’s opinion, the attraction of the cinema is that it –
Keywords for the question: Tarkovsky’s opinion, attraction, cinema, it,
Take a look at lines 7-9 in paragraph D, “. . .. For Tarkovsky, the key to that magic dynamic image of the real flow of events. . ..”
Here, that magic dynamic image = attraction of the cinema, real flow of events = passing of time,
So, the answer is: C (illustrates the passing of time)
Question no. 12: When cinema first began, people thought that –
Keywords for the question: when, cinema, first begun, people, thought,
The answer can be found in paragraph H as the author says here, “.. .. When the Lumiere Brothers and other pioneers began showing off this new invention, it was by no means obvious how it would be used. All that mattered at first was the wonder of movement. Indeed, some said that, once this novelty had worn off, cinema would fade away. .. . .”
Here, by no means obvious = the future was uncertain,
So, the answer is: D (its future was uncertain)
Question no. 13: What is the best title for this passage?
Keywords for the question: best title,
During answering all the 12 questions, we have found out that the passage highlights the introduction, the development and different impacts of the cinema. Only two paragraphs in this passage talk about stars/ film artists, the dominance of Hollywood and a short comparison between cinema and novels.
The best choice from the four options has to be ‘The power of the big screen (cinema)’.
So, the answer is: D (The power of the big screen)
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