Чтение IELTS: Доказательства из текста и разборы решений
ІЕЛТС Академічний Тема 3 24:30 Английское озвучивание · Английский + китайские субтитры (встроенные)
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The original Reading notes introduce the complete test clock and the difference between skimming and scanning. Skimming helps locate the shape of a text. Scanning helps find a named detail. Close reading checks whether that detail actually answers the question. Keep answer entry inside the test time. Twenty minutes per passage is a starting plan, rather than a requirement for every passage or a guarantee about its difficulty. This lesson adds short original classroom examples from the supplement. They teach decisions, but cannot reproduce the reading load or establish an official band.
The important distinction is between a claim contradicted by the passage and one the passage does not settle. A deposit returned after an undamaged tool comes back contradicts a claim that it is kept in that situation. A passage saying nothing about home distance does not settle whether most users live nearby. Avoid bringing in facts you know about real libraries. The supplement also qualifies the original shortcut about one cause and the main cause. One cause gives no ranking by itself. Without support or contradiction about that ranking, consider Not Given rather than automatically choosing False.
Heading matching asks what the paragraph is mainly doing. It may explain a purpose, describe a change, compare research methods or report limits. A single repeated word does not decide the match. It can appear in a heading that changes an undecided future into a final commitment. Read enough of the paragraph to understand its whole point, even when the first sentence gives a useful clue. The supplement will use one passage for both information matching and heading matching so you can see how the same paragraph supports different kinds of question.
Completion tasks require both a suitable form and supported meaning. A noun might fit a gap grammatically but describe the wrong place. Some tasks ask for words from the text, while another provides options and asks for their letters. The supplement shows both variations. Count only what you write in the gap. Do not repeat an article already printed before it or replace a text phrase with a synonym of your own. Normal hyphenated words count as one where the task instructions apply; inventing new hyphens cannot rescue an answer that exceeds a limit.
The original notes introduce information matching, feature matching and sentence endings. Information matching searches for a particular detail, such as a comparison or a checking method. Feature matching links a statement to the correct person or other feature. Keep names attached to their own actions instead of choosing a name merely because it appears nearby. Prefixes and suffixes can help suggest an unfamiliar word's meaning, but check the whole sentence. Do not assume every matching task follows passage order or permits repeated options. The instruction tells you whether an option may be used more than once.
The original exam tips emphasise pacing, complete answer entry and checking question numbers. Build those habits during practice, and follow the actual screen or answer-sheet instructions for your test. A fixed time spent on a difficult item is a planning tool, not evidence that you have understood it. Move past a stalled item when needed so it does not consume time for everything else. Short worked examples help you learn an error's cause. Later, fresh suitable full-length practice checks whether you can use the process under the complete reading load.
Imagine a library advert calling a service useful for everyone. That sentence does not establish that every visitor used it. It makes a broad claim about usefulness, not a record of actions. Likewise, one reason does not prove the main reason, but it does not prove that the reason was not the main one either. Ask what evidence would settle the exact claim. During this lesson, pause to use the handout's original passages. Highlighting may help organise evidence, but a brightly coloured page is not an answer. Keep meaning and the task instruction together.
Read paragraph A in the supplement. The town library opened a small tool-lending service in May to help residents with occasional repairs. Someone may need a drill for one job without wanting to buy it. 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. That deposit was returned when the tool came back undamaged. Notice that joining and borrowing have different conditions. Free membership does not remove the deposit requirement.
Read paragraph B. At first, tools were arranged by brand names, and visitors found that difficult. Staff changed the shelves so tools for the same job stood together. Picture cards showed what each tool did. A visitor could find tools for hanging a shelf without knowing a particular drill's name. Staff also gave a short safety briefing before the first loan. This did not replace the printed safety instructions. Track what changed and what continued. A choice claiming every written instruction disappeared would reverse the text's actual meaning.
Read paragraph C. Chen counted loans and compared busy and quiet weeks. Malik asked users to describe their experience, and several said 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 different methods because one total could not explain how the service worked. Each name has a particular action. The paragraph's main idea is the different ways of studying the service, while an information question may ask for just Rosa's checking method.
Read paragraph D. The trial recorded two hundred and forty loans, but that did not mean two hundred and forty different people used it. Some members borrowed more than once. The report did not compare the service with another library. It recommended clearer return advice and said a longer study was needed before deciding on a permanent service. The library had not yet made that decision when the report was written. A total and a recommendation are different from a count of individual people and a final commitment.
Question one asks why the library started the service. Compare every complete option with paragraph A, using one letter for your answer. Pause before the next frame and find the evidence for your choice. A familiar word such as drill can appear in an option that changes the action, so decide from the complete meaning. Keep the text visible and identify what the passage states about the aim.
Question one asks why the service started and requires one letter. Compare each complete option with paragraph A. A says it helps with occasional repairs, which is the stated aim. B adds replacing all tool shops, and C introduces large machines for businesses despite the stated exclusion of large machines. D turns lending drills into selling them. The repeated word drill does not make that option correct. The answer is A because the meaning agrees with the passage. Explain the relationship rather than choose by familiar words alone.
Question two requires two letters. Read the options and pause before the explanation. A says every written safety instruction was removed. B groups tools by their use, and C adds picture cards showing what they do. D makes brand names the only search method, and E allows borrowing without any safety briefing. Compare the changes and continued requirements with paragraph B. Do not select every item that sounds connected to tools. Keep the requested number of answers separate from the meaning of each individual option.
The worked answers are B and C. Tools for the same job stood together, and picture cards showed their use. A conflicts with the printed safety instructions continuing alongside the briefing. E conflicts with the briefing before the first loan. D takes the old brand-name arrangement and presents it as the new solution. Choosing only B leaves one requested answer missing. This classroom task accepts the two correct letters in either order; follow the actual entry instructions when using other practice. Review every selected option and the required quantity.
Question three says members paid nothing to join during the trial. That is True because membership was free. Paying a deposit before borrowing is a different requirement and does not turn membership into a charged service. Question four says the deposit was kept even when the tool came back undamaged. That is False because paragraph A says it was returned in exactly that situation. Write the requested response labels. During review, connect each claim to its relevant sentence and state whether the relationship is support or contradiction.
Question five claims exactly two hundred and forty different people borrowed tools during the trial. Paragraph D reports two hundred and forty loans and says some members borrowed more than once. Repeated loans belong to some of the same people, so that total cannot count two hundred and forty different borrowers. The answer is False. This is stronger than merely failing to find a number of people: the stated repeat borrowing contradicts treating every loan as a new person. Always identify what a quantity actually counts.
Question six says most users lived within one kilometre of the library. Nothing in the passage gives their home distances. It does not state that most lived nearby or that most lived farther away. The answer is Not Given. Your knowledge of real local libraries cannot settle this fictional passage's missing detail. Build a review note that records the claim, relevant evidence and relationship. If no supporting sentence is found, also check for a contradiction. Absence of support alone does not establish the opposite claim.
Read the separate opinion passage in the handout. The writer says a tool-lending service can be useful, but a high loan count alone does not prove success. The writer believes the library should check safe borrowing and easy returns. The trial is promising but does not justify an immediate permanent commitment. A longer review could reveal problems missed by a short trial. The writer has not compared running costs with book lending. These are the writer's claims. The questions now ask whether statements agree with that view rather than just the four library paragraphs.
Question seven is No because the writer explicitly rejects using a loan count alone as proof of success. Question eight is Yes because the writer recommends checking both safety and easy returns. Question nine is Not Given because no running-cost comparison has been made. A missing comparison does not prove either service costs more. Use Yes, No and Not Given because these are the response labels requested by the writer-view task. Do not substitute False for No just because the claim is rejected. The task determines both what evidence to judge and how to enter the answer.
Information matching asks for a particular detail rather than the main idea. Question ten finds a method for checking return-processing time in paragraph C, where Rosa records it. Question eleven finds the warning that loans do not equal individual users in D. Question twelve also matches D because that paragraph states no comparison with another library. The instruction explicitly allows a letter more than once in this classroom task, so both D answers are valid. Do not assume reuse in a task whose instruction does not permit it.
The heading task offers five main ideas for four paragraphs. Read the complete headings in the handout and pause to match them. Heading one describes ways to study a new service. Two describes a final decision to keep it forever. Three covers the reason it began and how borrowing worked. Four describes making tools easier to choose. Five describes results that leave questions open. Use each heading at most once. There is one unused heading, and a shared topic word does not make a heading's full meaning agree.
The matches are A with three, B with four, C with one and D with five. A combines purpose and borrowing requirements. B explains how the changed shelves and picture cards made selection easier. C explains research methods. D reports results and limits before any permanent decision. Heading two is unused because it changes an undecided future into a final commitment. Compare the paragraph's overall function with each heading's whole claim. A supporting detail may appear in the paragraph without representing the main idea.
Feature matching keeps a person connected to an activity. Question thirteen asks who collected users' descriptions of their experience: Malik, option B. Fourteen asks who compared loan numbers across weeks: Chen, option A. Fifteen asks who recorded damaged returned items: Rosa, option C. Reuse is permitted by this classroom instruction, although these answers happen to use each letter once. That pattern does not create a new rule. Read the names and actions closely, and reject a match based only on which name is nearest to the question's keyword.
Match the three beginnings in the handout to the four possible endings. Members could borrow only after doing something required by paragraph A. The shelf changes helped visitors with a particular difficulty in B. The longer study was needed before a decision described in D. Pause to use each ending at most once. Grammar can reject an unsuitable ending, but a grammatical combination can still disagree with the passage. Compare the full completed sentence with the relevant text, including who did the action and whether a decision had already occurred.
The answers are sixteen B, seventeen D and eighteen C. Paying the deposit is a required step before borrowing. The changed shelves help visitors who do not know a particular tool's name. The longer study comes before the permanent-service decision. A, knowing every brand name, describes neither the selection benefit nor a borrowing requirement. These sentence beginnings follow the passage's information order, but that does not mean every task in the lesson does. Use ordering only where the task's structure and evidence support it.
Question nineteen asks for the duration. The passage says the trial lasted twelve weeks, so twelve weeks fits the printed sentence and the limit. Question twenty already says a short before the gap. Safety briefing supplies the passage's two words and completes the grammar. Adding a to make a safety briefing would write three words and repeat the printed article. Use the passage's supported phrase rather than your own synonym. A correct idea can still lose its value as an answer when its written form breaks the instruction.
Short answers request a particular factual detail. Question twenty-one asks what was arranged by brand name initially. The answer is tools, not the later grouping policy. Question twenty-two asks how many loans the trial recorded, so two hundred and forty is correct. It does not ask for a number of different people. Both follow the stated word and number limit. Check meaning, form and spelling, and enter only the requested answer. Review explanations are useful in your notebook but may exceed a limit if added to a short-answer box.
The summary says staff explained safety in a short gap, then describes the added items making selection easier. The answers are safety briefing and picture cards. Both are two-word phrases from paragraph B and fit the new sentences. The summary moves the safety detail before the shelf detail, changing their original order. Do not force your search to keep moving forward merely because earlier tasks followed passage order. Locate the relevant part and compare each gap with its meaning. Grammar and the stated answer source still matter.
The note asks for the initial shelf system, so brand names is the supported answer. The table row identifies Rosa and asks for the place observed. Return desk supplies that location. Checking time and damage are things recorded there, rather than the missing place. Read the row and column heading together before choosing a phrase. A useful detail from the same paragraph can answer a different question. The stated two-word limit still applies, and both selected phrases are taken from the original passage.
The flow chart shows the borrowing process from paragraph A. A member pays the deposit, takes a tool home and returns it undamaged. The last stage says deposit is, followed by gap twenty-seven. Returned is the word from the text that completes the stated outcome. Do not add a fee or another stage because it might exist in a real service. The arrow order represents this passage's process. Check the final verb against the condition of an undamaged return as well as against the grammar of the gap.
This separate summary provides four words with letters. The researchers used different methods, so gap twenty-eight takes B. The report did not make a final decision about keeping the service, so twenty-nine takes C. The option words fit both grammar and paragraph meaning. This task requests letters from supplied options. It differs from the previous gaps that requested words from the text. Do not carry one answer-entry rule across every task. Read the instruction before deciding both where the answer must come from and what you should write.
Read the description before labelling the diagram. The bottle is mentioned first but belongs at the bottom. The mesh is above it, and the tray is at the top. Water moves downward through these parts. The text does not claim drinking-water treatment or a safety measurement. Use one word from this description for each position. Pause before the answer frame and connect position with function. A plausible synonym is not permitted when the instruction requires the text word.
Read the observation-device description in the supplement. 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 parts. The device does not measure water safety. Pause and label the three numbered positions using no more than one word from the description. The text names the bottom first, while the diagram numbers the top first. Read position and function instead of copying mention order.
The answers are tray, mesh and bottle for thirty, thirty-one and thirty-two. The tray is at the top, the mesh is above the bottom bottle, and the bottle receives the sample. Wide tray would write two words where only one is allowed. Filter might seem a reasonable label from your knowledge, but it is not a word in this description. A diagram organises positions and relationships; it cannot supply an unsupported word. This original device is a language exercise and does not establish a complete treatment system or safe drinking water.
This pack is deliberately shorter and simpler than a complete Academic Reading test. Use it to learn how evidence supports an answer and how instructions change its form. Later, use fresh suitable full-length practice to check pace and stamina. Twenty minutes per passage is a starting allocation you can review, not proof that each section needs equal time or is equally difficult. Keep answer entry within the complete clock. A remembered answer may make repeat practice faster without showing that your reading process improved.
Classify a mistake by its cause before choosing more work. A wrong researcher match needs practice keeping each person attached to an action. A heading error needs work separating main ideas from supporting details. A deposit answer may need checking the exact condition. A word-limit error needs answer-form practice. Time lost on one difficult item needs a plan for moving past a stall and returning later. Review with a dictionary when useful, then test the skill on fresh text. Simply writing practise more beside every error gives no specific next action.
Pause to attempt the first six review questions in the supplement. Free membership does not remove the deposit needed to borrow. One reason alone gives no ranking, so it cannot settle whether that reason was the main one. Repeated borrowing prevents treating two hundred and forty loans as two hundred and forty different borrowers. Missing home distance gives Not Given rather than False. Question seven uses No because it asks about the writer's view. Repeated D in information matching is allowed by that specific instruction. Explain each relationship before checking the written reasons.
Now explain review questions seven to twelve. The final-commitment heading fails because the library had not yet decided. A grammatical sentence ending can still be unsupported. A safety briefing has three words and repeats the printed article, while safety briefing fits the two-word answer limit. The summary changes the order of information from paragraph B. The first diagram label names the tray at the top even though the text mentions the bottle first. This original short pack has no official band calibration. Its useful result is your raw answer record and the causes you can explain.
Finish by checking the original notes and the full supplement. Can you choose the requested options, judge factual and writer-view claims, match information, headings and features, complete sentence endings and sentences, complete summaries, notes, tables and flow charts, label a diagram and answer short questions? Explain why each answer agrees with the text and fits its instruction. Revisit a worked example when your explanation depends only on a repeated word or a fixed order shortcut. Continue to fresh full-length practice, and keep this lesson's classroom results separate from any official-band claim.