| iv id="body"> | | | | between main ideas. However, virtually all of the |
| The IELTS Reading tasks tests only one thing: the | | | | question types may produce questions that require the |
| candidate's ability to answer questions correctly on the | | | | candidate to see the relationship between ideas or the |
| basis of the reading. None of the other reasons people | | | | way individual ideas must be connected to arrive at a |
| regularly read - to acquire and retain information, say, | | | | correct answer. |
| or for entertainment - come into play. If you learn | | | | - Testing the truthfulness of statements in the |
| something from the IELTS Reading test and | | | | questions against "word strings" found in a reading text. |
| remember it, good for you. If you enjoy the readings, | | | | Often, IELTS Reading task questions, particular |
| better yet. But stay focused on the questions. | | | | true-and-false and fact-or-opinion, are comprised of |
| During the one-hour task, there are three readings, of | | | | sequences of words found in exactly the same form |
| gradually increasing difficulty, with a total of | | | | in the readings. However, phrases or clauses prior to |
| approximately 40 questions, or about 13 per reading. | | | | those word strings (e.g., "some scientists think that..." or |
| (The number varies from exam to exam.) Having time | | | | qualifiers following them (e.g., "but", "unless", "except |
| read both the questions and the readings, and then to | | | | for") may turn what appears to be a fact into an |
| arrive at the correct answers, requires fast reading - | | | | opinion or a what appears to be a true statement into |
| but not "speed reading" in the ordinary sense of the | | | | a false one. |
| word. | | | | - Grasping ideas underlying the main arguments. Some |
| The reading and reading-related skills tested include: | | | | questions require the reader to see the writer's |
| - Following instructions. Any of ten or so question | | | | motivation in writing or organizing the passage as it |
| types may be used in the Reading task, and it is | | | | finally appears. These underlying concepts sometimes |
| essential that the candidate understand the question | | | | emerge only with careful reading or by looking for |
| type, the particular way it is to be answered (e.g., | | | | evidence of them when the candidates know there |
| multiple possible answers or a single correct answers), | | | | are questions about them. |
| and the most precise, direct answer to the question as | | | | - Understanding the writer's point of view. This is |
| asked. | | | | perhaps the most difficult of the reading skills. It |
| - Identifying the main ideas. Not only is it not necessary | | | | requires that the candidate understand more than just |
| to understand everything in a particular reading, it is | | | | the words but the perceptions and attitudes behind |
| unwise to try to. If there is no question pertaining to a | | | | them. Most readings have a "point" that is not stated |
| particular word, sentence or passage, it doesn't matter | | | | directly. Sometimes these motivations can only be |
| if you understand it. But it is important to grasp the | | | | discovered by a look at the kinds of words writers |
| main ideas of all reading passages. Some questions | | | | choose to address their subjects, particularly judgment |
| are based on these main ideas, and knowing what - | | | | words. Candidates may also need to find the author's |
| and where - they are in the text is often critical to the | | | | feelings, if any about the topic - e.g., advocacy, |
| accurate and quick answering of questions. | | | | affection, concern, alarm, and even neutrality. These |
| - Seeing how principal ideas in a reading passage are | | | | techniques together are what English speakers refer |
| connected. Various questions types, most | | | | to as "reading between the lines. |
| conspicuously matching, require seeing the connection | | | | |