Leitura do IELTS: Evidência Textual e Decisões Resolvidas
As anotações originais de Reading introduzem o cronômetro completo do teste e a diferença entre skimming e scanning. Skimming ajuda a localizar a estrutura de um texto.…
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3.1
Os três textos e o cronômetro de 60 minutos
A prova de Leitura Acadêmica contém 40 questões baseadas em três textos, com um total de 2,150–2,750 palavras, extraídas de
livros, revistas, jornais e periódicos escritos para um leitor geral, não para especialistas.
Vinte minutos por passagem, com limites rígidos em 20 e 40: a passagem 3 vale tanto quanto a passagem 1.
Não há tempo extra de transferência. Você escreve na folha de respostas conforme avança. Alunos que
planejam copiar suas respostas no final e descobrem que o relógio já parou.
Vinte minutos por passagem, e as passagens ficam mais difíceis. Se a passagem 1 levar trinta
minutos, você não terminará o texto 3, e o texto 3 vale as mesmas 13 ou 14 pontos.
O registo 语域 dos textos é para um leitor geral, não para um especialista: você não precisa
conhecimento prévio do assunto, e uma resposta que você "sabe" fora da passagem é uma armadilha.
Estabeleça um limite rígido aos 20 e 40 minutos. Pule para frente com espaços em branco e volte; nunca deixe um
texto inicial consumir o tempo de um posterior.
As questões seguem a ordem do texto para a maioria dos tipos de tarefa. Se você encontrou a questão 17
no parágrafo D, a questão 18 raramente estará no parágrafo B.
Você não terá tempo de ler um texto inteiramente antes de responder. Leia as questões, depois
scan 扫读 para encontrar onde cada uma é respondida, depois leia esse trecho com cuidado. Reserve
skimming 略读 — uma leitura rápida para captar a estrutura da passagem — para o primeiro minuto.
Muitos candidatos perdem pontos aqui de uma forma específica: Não Informado é confundido com Falso.
True (Verdadeiro) — o texto diz isso. A formulação pode diferir; o significado não.
False (Falso) — o texto diz o oposto. Há uma frase específica que contradiz
a afirmação.
Not Given (Não Dado) — o texto não diz nada, nem de um lado nem de outro. Pode ser obviamente verdadeiro no mundo
real. Pode ser algo com que o autor certamente concordaria. Isso não importa.
O teste:
Encontre a parte do texto sobre a qual a afirmação trata.
Pergunte: existe aqui uma frase que contradiga a afirmação? Se sim → False (Falso).
Se não: existe aqui uma frase que a affeirme? Se sim → True (Verdadeiro).
Se nenhuma das anteriores → Not Given (Não Dado). Não raciocine além disso.
Contradição primeiro, depois afirmação; qualquer outra coisa é Não mencionado
⚠ O erro mais comum é decidir que o texto não diz isso, logo é falso. Isso é
o que exatamente significa Não Informado.
Atenção aos qualificadores 限定词: all (todos), always (sempre), never (nunca), only (apenas), the main reason (a principal razão). Uma afirmação
dizer a causa principal contra um texto que diz apenas uma causa é Não Informado, não Verdadeiro:
o texto nunca classifica as causas. Torna-se Falso apenas se o texto afirmar a principal
causa ter sido outra coisa.
Yes / No / Not Given é a mesma tarefa aplicada à opinião do autor, em vez de a fatos.
Pergunte o que o autor pensa, não o que é verdade.
Responda com as palavras exatas dadas na instrução — VERDADEIRO, FALSO, NÃO INFORMADO, ou SIM,
NÃO, NÃO INFORMADO. Não mencionado, ou SIM em uma tarefa Verdadeiro/Falso são marcados como errados.
Exemplo resolvido: três afirmações, um parágrafo
Um parágrafo inventado curto, escrito para prática:
As colônias de abelhas em partes da Europa caíram drasticamente entre 2006 e 2015. Pesticidas são uma das causas que os pesquisadores estudaram de perto, mas parasitas e a perda de flores silvestres também desempenham papel. Na Suíça, apicultores relataram menos perdas no inverno após 2016, quando um pesticida comum foi restringido.
As colônias de abelhas declinaram em algumas partes da Europa entre 2006 e 2015. — VERDADEIRO.caíram drasticamente = declinaram, partes de = algumas partes de; as datas correspondem.
Pesticidas são a razão principal pelo declínio nas colônias de abelhas. — NÃO INFORMADO. O texto nomeia pesticidas como uma das causas entre três e nunca os classifica. Nada diz que outra causa seja a principal, portanto não é Falso.
Apicultores suíços perderam mais colônias no inverno após 2016. — FALSO. O texto diz menos perdas no inverno: uma contradição direta.
O procedimento faz o trabalho: encontre a frase, procure uma contradição, depois uma afirmação e pare.
Associe cada afirmação à sua frase e depois procure uma contradição
3.3
Correspondência de títulos
A armadilha é associar uma palavra. Um título contendo pollution (poluição) e um parágrafo contendo
pollution é o pareamento que o teste espera que você faça incorretamente.
Associé a função do parágrafo em vez disso: o que este parágrafo está fazendo? Introduzindo um
problema, dando um histórico, apresentando evidências contrárias, tirando uma conclusão.
A oração tema 主题句, geralmente a primeira, cumpre essa função muito mais frequentemente do que
o meio; a última frase muitas vezes confirma isso.
Faça primeiro os parágrafos dos quais tem certeza e marque-os como eliminados. Geralmente há mais
títulos do que parágrafos, então alguns nunca serão usados; eliminar é mais rápido do que associar.
Muitas vezes dois títulos parecem sinônimos próximos. Esses dois são o par que o item está testando; decide
entre eles por último, quando os outros já tiverem sido eliminados.
Exemplo resolvido: função, não palavras
A. Por séculos, pessoas em regiões áridas armazenavam água da chuva em tanques e câmaras subterrâneas. … B. Hoje, no entanto, esses sistemas estão sendo abandonados à medida que a água encanada chega a mais vilarejos. …
Títulos: (i) A história do armazenamento de água em lugares áridos (ii) Por que o armazenamento tradicional de água está em declínio (iii) Como a água da chuva é limpa antes do uso
O parágrafo A fornece uma história (por séculos) → (i).
O parágrafo B descreve uma mudança e sua causa (no entanto … sendo abandonado … à medida que a água encanada chega) → (ii).
(iii) compartilha a palavra rainwater com o parágrafo A, mas descreve um processo que nenhum parágrafo explica: a coincidência de palavras é a armadilha.
3.4
Tarefas de preenchimento e a gramática do espaço em branco
Preenchimento de frase, resumo, anotação, tabela, fluxograma e diagrama funcionam todos da mesma forma.
Leia a lacuna considerando a gramática
Respeite o limite de palavras.NO MORE THAN TWO WORDS (NÃO MAIS DE DUAS PALAVRAS) significa que uma resposta de três palavras está errada mesmo quando
a ideia está certa. Uma palavra com hífen conta como uma; um número conta como uma.
As palavras devem vir do texto, inalteradas, na maioria das tarefas de preenchimento. Não substitua por um
sinônimo 同义词 de sua própria autoria.
Leia a gramática do espaço em branco — seu word class 词性 (classe gramatical) — antes de procurar a resposta. Se o espaço vem depois de a, você
precisa de um substantivo contável singular (talvez com um adjetivo) começando com som consonantal. Se seguir have been, você
precisa de um particípio passado ou forma -ing. Sozinho, isso elimina a maioria das opções incorretas.
No preenchimento de resumo, o paráfraseia uma seção do texto, não tudo. Encontre essa seção primeiro.
Encontre essa seção primeiro.
Se houver uma caixa de opções, a resposta está na caixa — e a caixa conterá palavras que
se adequam à gramática, mas não ao sentido.
Exemplo resolvido: leia primeiro o espaço em branco
Resumo: Rainwater systems were once common, but many villages now prefer a ___ supply. (APENAS UMA PALAVRA)
O espaço em branco segue a e vem antes de supply, portanto deve ser um adjetivo ou um substantivo usado como tal, começando com som consonantal.
O texto diz piped water reaches more villages → piped. Uma palavra, mantida inalterada do texto, e a piped supply soa corretamente.
modern se encaixa na gramática, mas não está no texto: uma palavra sua será marcada como errada.
Correspondência de informações e correspondência de características
Corresponder informações ("qual parágrafo contém…") não segue a ordem da passagem, e
um parágrafo pode ser usado mais de uma vez. Deixe para o final: até então você conhece a passagem.
Procure pela coisa específica nomeada — um exemplo, uma comparação, uma data, uma razão — em vez de
o tópico.
Corresponder características associa afirmações a pessoas, lugares ou estudos, e as afirmações também
não estão em ordem de passagem. Sublinhe primeiro cada nome no texto; os nomes são o
elemento mais rápido de localizar na página.
Correspondência de finalizações de frases é uma tarefa de gramática tanto quanto de significado. Apenas algumas finalizações
se encaixam gramaticalmente em cada início, o que reduz a lista antes mesmo de você pensar no conteúdo.
Vocabulário em contexto: deduza a partir das partes da palavra — um prefixo 前缀 ou um sufixo 后缀
Frequentemente oferece a sensação — e pela frase ao redor dela. Nunca se espera que você saiba cada
palavra, e consultar uma mentalmente consome tempo que você não tem.
Associação de informações: sem seguir a ordem da passagem, e um parágrafo pode ser usado duas vezes
Nunca deixe em branco. Não há penalidade por resposta errada, e um espaço em branco é uma nota dada
de graça. Preencha todos os espaços nos últimos dois minutos mesmo se estiver adivinhando.
Transcreva as respostas conforme avança, em letras maiúsculas, e verifique se o número na folha de respostas
corresponde ao número da pergunta.
Pratique as 60 minutos inteiras em uma única sessão. Ler três textos em três sessões separadas
não treina nenhum dos ritmos que o teste realmente mede.
Se uma questão estiver levando mais de noventa segundos, marque-a, passe adiante e retorne. A última
questão de um texto vale tanto quanto a primeira.
A library poster says: "A useful service for everyone." Does that prove everyone used it? Of
course not. A poster is a hope, not a record. IELTS Reading works the same way: an answer is right
only when this text supports it — not your general knowledge, not a word that looks familiar,
not what would be sensible in real life.
These notes give you one short passage and use it for all eleven Academic Reading task families,
so you can see how the same paragraph is tested in different ways. The passage and questions are
original classroom material. They are shorter and easier than a real test passage, so use them to
learn the decisions, and use full-length practice to test your speed.
Three habits run through every task below.
Read the instruction before the question. It tells you the answer form (a letter, a word
limit, TRUE/FALSE/NOT GIVEN) and whether an option may be used more than once.
Watch the small words. A qualifier 限定词 such as some, all, only, main or
always changes what a claim says. "One reason" is not "the main reason". But it is not proof
that the reason was not the main one, either — for that you would need evidence.
Know whether order helps. Most question types follow the order of the text. Summaries,
headings and matching tasks may not, so you may need to search across paragraphs.
A highlighter can make the page yellow. It cannot choose an answer for you.
Read an original library passage
Read all four paragraphs once before the tasks. The letters are used in the matching tasks.
Paragraph A
The town library opened a small tool-lending service in May. The aim was to help residents with
occasional repairs: many people need a drill for one job but do not want to buy one. The service
did not lend large machines. The trial lasted twelve weeks, and membership was free during it.
Members still paid a deposit before taking a tool home. The deposit was returned when the tool
came back undamaged.
Paragraph B
At first, tools were arranged by their brand names. Visitors found this difficult, so staff
changed the shelves so that tools for the same job stood together. Picture cards showed what each
tool did. A visitor could now find tools for hanging a shelf without knowing the name of a
particular drill. Staff also gave a short safety briefing before the first loan. The briefing did
not replace the printed safety instructions.
Paragraph C
Three researchers studied different parts of the trial. Chen counted loans and compared busy and
quiet weeks. Malik asked users to describe their experience; several said the picture cards helped
them choose tools. Rosa watched the return desk. She recorded how long staff spent checking tools
and whether items were damaged. The researchers used these different methods because one total
could not explain how the service worked.
Paragraph D
The trial recorded 240 loans, but this did not mean that 240 different people used it: some
members borrowed more than once. The report did not compare the service with another library. It
recommended clearer advice about returning tools, and it said that a longer study was needed
before deciding on a permanent service. The library had not yet made that decision when the report
was written.
What a good first read gives you
After one quick read you should be able to say, without looking: A is the aim and the rules,
B is the shelf changes, C is the research methods, D is the results and their limits.
That rough map is what skimming is for. You do not need to remember every detail, because you
will come back to the exact sentence when a question needs it.
Choose one answer or the requested number
Question 1. Choose ONE letter. Why did the library start the tool service?
A To help people with occasional repairs.
B To replace every local tool shop.
C To lend large machines to businesses.
D To sell drills to library members.
Answer: A. Paragraph A states the aim directly.
Look at how the wrong options are built, because real distractors are built the same way:
B adds a purpose the text never mentions (and every is a big qualifier).
C contradicts the text: large machines were not lent.
D reuses a word from the passage, drill, but changes lending into selling. A repeated word
is often a trap, not a clue.
Question 2. Choose TWO letters. Which TWO changes are described in paragraph B?
A Staff removed every written safety instruction.
B Tools were grouped by their use.
C Picture cards showed what tools did.
D Tool brands became the only way to search.
E Members could borrow without any safety briefing.
Answers: B and C, in either order.
A contradicts the text (the printed instructions stayed). D turns the old problem into the new
system. E contradicts the briefing. If you write only B, one mark is lost even though B is right:
count the letters the question asks for before you start.
Separate True, False and Not Given
Questions 3–6. Write TRUE, FALSE or NOT GIVEN. Use only the library passage.
The three answers ask different questions:
Answer
It means…
TRUE
the text says the same thing, perhaps in other words
FALSE
the text says the opposite — there is a contradiction 矛盾
NOT GIVEN
the text says nothing that confirms or contradicts it
3. Members paid nothing to join during the trial.TRUE.Membership was free during it. The deposit is a separate payment for borrowing, not a
joining fee — don't let it confuse you.
4. The deposit was kept even when a tool came back undamaged.FALSE. The text says the deposit was returned in exactly that situation. That is a direct
opposite, not just a missing detail.
5. Exactly 240 different people borrowed tools during the trial.FALSE. Paragraph D says 240 loans did not mean 240 people, because some members borrowed more
than once. The text actively rules the claim out.
6. Most users lived within one kilometre of the library.NOT GIVEN. The passage says nothing about where users lived. It might be true in real life; the
passage does not say.
The commonest error is choosing FALSE for "I can't find it". Before you write NOT GIVEN, look once
more for a sentence that contradicts the claim; before you write FALSE, make sure you can point to
that sentence. During review, write a short evidence 证据 note for each answer — claim, the
sentence, and same / opposite / nothing — but only on your practice paper, never in the answer
box.
Separate writer views from reported facts
Some passages argue. Then the question is not what happened but what does the writer think.
Read this short, separate opinion passage.
Writer's view. A tool-lending service can be useful, but a high loan count alone does not
prove success. I believe a library should check whether users can borrow safely and return
tools easily. The trial gives a promising start. It does not justify an immediate permanent
commitment. A longer review would help staff find problems that a short trial misses. I have
not compared the running costs of tool lending with book lending.
Questions 7–9. Write YES, NO or NOT GIVEN according to the writer's views.
7. A large loan total is enough by itself to prove success.NO. The writer rejects this in the first sentence: a high loan count alone does not prove
success.
8. Safety and easy returns should be checked.YES.I believe a library should check… both.
9. Tool lending costs less to run than book lending.NOT GIVEN. The writer says plainly that no cost comparison has been made. "Has not compared"
does not mean "costs more" or "costs less".
YES/NO/NOT GIVEN is about the writer's opinions; TRUE/FALSE/NOT GIVEN is about facts in the text.
The logic is the same; the labels are not interchangeable. Writing TRUE in a YES/NO task scores
zero, however good your reasoning.
Match a specific detail to its paragraph
Questions 10–12. Which paragraph, A–D, contains the following information? You may use any
letter more than once.
10. A method for checking the time needed to process returns.C. Rosa recorded how long staff spent checking tools at the return desk.
11. A warning that a total does not equal the number of individual people.D. 240 loans did not mean 240 different people.
12. A statement that another library was not used for comparison.D.The report did not compare the service with another library.
Two things make this task harder than it looks. First, you are looking for a detail, which can
be hidden in the middle of a paragraph about something else. Second, the questions are not in
text order, so you scan the whole passage each time. Here, using D twice is fine because the
instruction allows it; in another task it might not be.
Match a heading to the main idea
Choose the correct heading for each paragraph A–D. There is one more heading than you need.
i Ways to study a new service
ii A final decision to keep the service forever
iii Why the service began and how borrowing worked
iv Making the tools easier to choose
v Results that still leave questions open
Answers: A iii · B iv · C i · D v.
A heading 标题 must cover the whole paragraph's main idea, not one attractive word in it.
A contains the aim and the membership and deposit rules, so iii, which covers both, is
better than a heading about the aim alone.
B is about the shelf changes and picture cards: easier choosing.
C describes three different research methods.
D gives the results and their limits.
Heading ii is the trap. It sounds like D, which talks about a permanent service, but D says
the decision had not been made. A heading that changes "not yet decided" into "decided" is wrong,
however many words it shares with the paragraph.
Don't stop at the first sentence. A paragraph's opening line can be background, and the real point
may arrive in the second or third sentence.
Match features and sentence endings
Questions 13–15. Match each activity with the correct researcher: A Chen, B Malik,
C Rosa. You may use any letter more than once.
13. Collected users' descriptions of their experience.B. Malik asked users to describe
their experience.
14. Compared the number of loans across weeks.A. Chen counted loans and compared busy and
quiet weeks.
15. Recorded whether returned items were damaged.C. Rosa recorded damage at the return
desk.
Tie each action to its own person. The trap in feature matching is a name that is merely near
the right information — Malik's sentence also mentions the picture cards, but that does not make
him the person who designed them.
Questions 16–18. Complete each sentence with the correct ending. Use each ending once only.
16. Members could borrow during the trial only after they…
17. The shelf changes helped visitors who…
18. The longer study was needed before staff…
A knew the brand name of every tool. B paid the deposit. C decided on a permanent service. D did
not know a tool's particular name.
Answers: 16 B · 17 D · 18 C.
Grammar can remove an ending, but it rarely chooses one. Endings A and D both fit sentence 17
grammatically; only D matches the meaning, because the picture cards helped people who did not
know brand names. Ending A describes the problem the change solved.
Complete sentences and answer short questions
Questions 19–22. Use NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage.
19. The trial continued for ____ .twelve weeks — a duration, in two words.
20. Before the first loan, staff gave a short ____ .safety briefing — a safety briefing
is three words and repeats the a that is already printed before short.
21. What was arranged by brand name at first?tools — the question asks for the things,
not the system.
22. How many loans did the trial record?240 — a number counts as one item. Make sure you
answer about loans, not people.
Rules that cost marks every year:
Use the passage's words. A synonym 同义词 of your own is wrong, even if it means the same.
Check the gap's grammar: a singular a short ___ needs a singular noun phrase.
Don't add explanations. Twelve weeks, from May breaks the limit.
A normal hyphenated word counts as one word; inventing a hyphen to join two words does not.
Complete summaries, notes, tables and a flow chart
A summary 摘要 rewrites part of the passage in fewer words, and it may change the order. Find
the part of the passage the summary is about, then check each gap against the original meaning.
Choose words from the text
Use NO MORE THAN TWO WORDS from paragraph B for each answer.
Staff explained safety in a short 23 ____ . To make selection easier, they added
24 ____ and grouped tools by their job.
23 safety briefing · 24 picture cards. The summary mentions safety first, although the
passage mentions it last. If you searched only forwards, you would miss answer 23.
Answer 26: return desk. The column heading asks where, so the answer is a place. Table
headings are free clues — read them before you search.
Complete the last stage of the flow chart with ONE word from paragraph A.
Answer 27: returned. The chart follows the passage: pay the deposit → take a tool home →
return it undamaged → the deposit is returned. A flow chart shows only stages the text
describes, so never add one that seems logical but is not written.
Choose from supplied options
Choose ONE letter for each gap: A totals, B methods, C final, D damaged.
The researchers used different 28 ____ . The report did not make a 29 ____ decision
about keeping the service.
28 B · 29 C. Paragraph C explains why they used different methods; paragraph D says the
decision had not yet been made, so it was not final. When options are supplied, write the
letter. Copying a word from the passage instead is a different task's rule.
Label a diagram from its description
Diagram labelling tests whether you can turn words into a picture. Read this short classroom
description of a simple observation device. (It is a model, not a drinking-water system — nobody
should drink from it.)
The bottle is at the bottom, where it receives the sample. Above it, a mesh holds back large
pieces. At the top, a wide tray catches water. Water moves downward through these three parts.
The device does not measure water safety.
Use NO MORE THAN ONE WORD from the description for each label.
Match each position to the description, even when the text describes the parts in another order.
Answers: 30 tray · 31 mesh · 32 bottle.
The description starts at the bottom and moves up, but label 30 is at the top. Read
position words (at the bottom, above it, at the top) and match them to the diagram, not to
the order of the sentences. Wide tray breaks the one-word limit. Filter is a reasonable idea,
but it is not a word in the description.
Use a clock and an error record
The real Academic Reading test has three passages and 40 questions in 60 minutes, with no extra
time to transfer answers. The passages usually get harder. A reasonable starting plan is about
20 minutes a passage, adjusted after real practice: if one question stalls, mark it, move on and
come back if time remains. One stubborn question is worth one mark — the same as the easy one
after it.
After each practice set, label every error by its cause, because the cause decides what you
practise next.
Cause
What it looks like
What to practise
Evidence
wrong person, time or number; a guess beyond the text
underline the exact sentence before answering
Task
a detail chosen for a heading; an option reused when not allowed
read the instruction aloud before each task
Answer form
TRUE in a YES/NO task; too many words; spelling
check limits and labels in the last two minutes
Time
too long on one item; questions left blank
timed single passages, then full tests
Re-reading a passage whose answers you already know trains memory, not reading. Use fresh
passages to test yourself, and use the old ones to study why an answer was right.
Practice and explained answers
Answer each question first, with a reason, before reading the explanations.
A classmate says free membership means no deposit was needed. Is that supported?
Does "one reason" alone prove that a reason was not the main one?
Can 240 loans be treated as 240 different users in this passage?
Why is the one-kilometre claim NOT GIVEN rather than FALSE?
Why does question 7 need NO rather than FALSE?
May D be used for both questions 11 and 12?
Why does heading ii fail for paragraph D?
Ending A fits sentence 17 grammatically. Why is it still wrong?
Why does a safety briefing fail question 20?
Must the summary answers follow the paragraph's order?
Why is the first diagram label not bottle?
Could this 32-question classroom pack give you an official band?
Explained answers
1. No. Joining was free, but borrowing still needed a deposit. They are two different payments.
2. No. It does not rank the reason either way. Look for evidence; without it, the answer may be
NOT GIVEN.
3. No. Some members borrowed more than once, and the passage says directly that loans are not
people.
4. Nothing in the passage mentions where users lived. FALSE needs a sentence that says the
opposite; there is none.
5. It is a writer's-view task, so the labels are YES/NO/NOT GIVEN. TRUE/FALSE are the wrong
labels and score zero.
6. Yes, because this instruction says any letter may be used more than once. Check every new
task's instruction.
7. It claims a final decision, but paragraph D says no decision had been made.
8. Grammar is not enough. The cards helped visitors who did not know brand names; ending A
says the opposite.
9. It has three words, and the article is already printed in the sentence.
10. No. The summary puts safety first, though the passage gives it last. Match meaning, not
position.
11. Label 30 is at the top, and the description puts the tray at the top. It mentions the
bottle first only because it starts from the bottom.
12. No. It is original, short and not calibrated against real tests. Use it to learn decisions;
use full timed tests to judge your level.
Aulas interativas sobre este tópico
Passe por ele passo a passo, com exercícios de verificação instantânea.
