What Happens if the Test Reading Was Read Wrong
READING PASSAGE ane
You should spend virtually twenty minutes on Questions ane-xiii which are based on Reading Passage 1 below.
Roman tunnels
The Romans, who one time controlled areas of Europe, North Africa and Asia Minor, adopted the construction techniques of other civilizations to build tunnels in their territories
The Persians, who lived in nowadays-twenty-four hour period Iran, were one of the first civilizations to build tunnels that provided a reliable supply of water to human settlements in dry areas. In the early kickoff millennium BCE, they introduced the qanat method of tunnel construction, which consisted of placing posts over a hill in a straight line, to ensure that the tunnel kept to its route, and so excavation vertical shafts down into the footing at regular intervals. Underground, workers removed the earth from between the ends of the shafts, creating a tunnel. The excavated soil was taken up to the surface using the shafts, which also provided ventilation during the work. Once the tunnel was completed, it immune water to flow from the top of a hillside down towards a culvert, which supplied water for human apply. Remarkably, some qanats built past the Persians two,700 years agone are even so in utilize today.
They after passed on their knowledge to the Romans, who also used the qanat method to construct water-supply tunnels for agriculture. Roma qanat tunnels were synthetic with vertical shafts dug at intervals of between 30 and lx meters. The shafts were equipped with handholds and footholds to help those climbing in and out of them and were covered with a wooden or stone chapeau. To ensure that the shafts were vertical, Romans hung a plumb line from a rod placed across the top of each shaft and made sure that the weight at the end of it hung in the center of the shaft. Plumb lines were also used to measure the depth of the shaft and to determine the slope of the tunnel. The v.6-kilometer-long Claudius tunnel, built in 41 CE to bleed the Fucine Lake in central Italy, had shafts that were upwardly to 122 meters deep, took eleven years to build and involved approximately xxx,000 workers.
Past the 6th century BCE, a 2d method of tunnel structure appeared called the counter-excavation method, in which the tunnel was constructed from both ends. It was used to cut through high mountains when the qanat method was not a practical alternative. This method required greater planning and advanced knowledge of surveying, mathematics and geometry as both ends of a tunnel had to meet correctly at the middle of the mountain. Adjustments to the direction of the tunnel also had to be made whenever builders encountered geological problems or when it deviated from its prepare path. They constantly checked the tunnel's advancing direction, for case, by looking back at the low-cal that penetrated through the tunnel rima oris, and made corrections whenever necessary. Big deviations could happen, and they could result in one stop of the tunnel non being usable. An inscription written on the side of a 428-meter tunnel, built by the Romans as part of the Saldae aqueduct system in mod-day Algeria, describes how the 2 teams of builders missed each other in the mount and how the afterwards construction of a lateral link betwixt both corridors corrected the initial error.
The Romans dug tunnels for their roads using the counter-digging method, whenever they encountered obstacles such as hills or mountains that were too high for roads to laissez passer over. An example is the 37-meter-long, 6-meter-high, Furlo Pass Tunnel built in Italy in 69-79 CE. Remarkably, a modern road withal uses this tunnel today. Tunnels were besides built for mineral extraction. Miners would locate a mineral vein and then pursue it with shafts and tunnels secret. Traces of such tunnels used to mine gold tin still exist found at the Dolaucothi mines in Wales. When the sole purpose of a tunnel was mineral extraction, construction required less planning, as the tunnel road was determined by the mineral vein.
Roman tunnel projects were carefully planned and carried out. The length of fourth dimension it took to construct a tunnel depended on the method existence used and the blazon of rock being excavated. The qanat construction method was usually faster than the counter-earthworks method equally it was more than straightforward. This was because the mount could exist excavated non only from the tunnel mouths just too from shafts. The blazon of stone could also influence construction times. When the rock was difficult, the Romans employed a technique called fire quenching which consisted of heating the rock with burn down, and then of a sudden cooling it with cold h2o so that it would crack. Progress through hard rock could be very slow, and information technology was non uncommon for tunnels to take years, if not decades, to be built. Construction marks left on a Roman tunnel in Bologna bear witness that the rate of advance through solid rock was 30 centimeters per day. In dissimilarity, the rate of accelerate of the Claudius tunnel can be calculated at i.4 meters per mean solar day. About tunnels had inscriptions showing the names of patrons who ordered construction and sometimes the name of the architect. For example, the ane.iv-kilometer Çevlik tunnel in Turkey, congenital to divert the floodwater threatening the harbor of the ancient city of Seleuceia Pieria, had inscriptions on the entrance, still visible today, that as well betoken that the tunnel was started in 69 CE and was completed in 81 CE.
Questions one-half-dozen
Label the diagrams below.
Cull Ane WORD Just from the passage for each answer.
Write your answers in boxes one-6 on your answer sheet.
Questions seven-10
Do the post-obit statements agree with the data given in Reading Passage one?
In boxes 7-x on your respond sheet, write
TRUE if the statement agrees with the information
Imitation if the argument contradicts the information
Non GIVEN if there is no information on this
7 The counter-excavation method completely replaced the qanat method in the 6th century BCE.
eight Only experienced builders were employed to construct a tunnel using the counter-digging method.
ix The information about a problem that occurred during the construction of the Saldae aqueduct system was found in an ancient book.
10 The error made by the builders of the Saldae aqueduct system was that the two parts of the tunnel failed to meet.
Questions 11-13
Answer the questions below.
Cull NO MORE THAN Ii WORDS from the passage for each answer.
Write your answers in boxes 11-xiii on your answer canvass.
11 What type of mineral were the Dolaucothi mines in Wales built to excerpt?
12 In addition to the patron, whose proper noun might exist carved onto a tunnel?
thirteen What office of Seleuceia Pieria was the Çevlik tunnel built to protect?
READING PASSAGE 2
You should spend about 20 minutes on Questions xiv-26 which are based on Reading Passage 2 below.
Changes in reading habits
What are the implications of the way we read today?
Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers. Younger schoolhouse-anile children read stories on smartphones; older kids don't read at all, but hunch over video games. Parents and other passengers read on tablets or skim a flotilla of email and news feeds. Unbeknown to near of united states of america, an invisible, game-irresolute transformation links everyone in this picture: the neuronal circuit that underlies the brain's ability to read is subtly, apace irresolute and this has implications for everyone from the pre-reading toddler to the expert adult.
As work in neurosciences indicates, the conquering of literacy necessitated a new circuit in our species' brain more than 6,000 years ago. That circuit evolved from a very simple mechanism for decoding basic information, similar the number of goats in i's herd, to the nowadays, highly elaborated reading encephalon. My research depicts how the present reading brain enables the evolution of some of our near important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the earth now cautions that each of these essential 'deep reading' processes may be under threat every bit we move into digital-based modes of reading.
This is not a simple, binary issue of print versus digital reading and technological innovations. As MIT scholar Sherry Turkle has written, nosotros do non err as a society when nosotros innovate but when we ignore what we disrupt or diminish while innovating. In this hinge moment betwixt print and digital cultures, society needs to confront what is diminishing in the skillful reading circuit, what our children and older students are non developing, and what we can do well-nigh it.
We know from research that the reading excursion is not given to human beings through a genetic design similar vision or language; it needs an surround to develop. Further, it will adjust to that surround's requirements – from unlike writing systems to the characteristics of any medium is used. If the dominant medium advantages processes that are fast, multi-task oriented and well-suited for large volumes of information, similar the electric current digital medium, then will the reading excursion. As UCLA psychologist Patricia Greenfield writes, the result is that less attention and time will be allocated to slower, time-demanding deep reading processes.
Increasing reports from educators and from researchers in psychology and the humanities bear this out. English language literature scholar and teacher Marker Edmundson describes how many college students actively avoid the classic literature of the 19th and 20th centuries in favour of something simpler as they no longer have the patience to read longer, denser, more difficult texts. Nosotros should be less concerned with students' 'cognitive impatience', however, than by what may underlie it: the potential disability of large numbers of students to read with a level of critical analysis sufficient to cover the complexity of idea and argument institute in more demanding texts.
Multiple studies show that digital screen employ may exist causing a variety of troubling downstream effects on reading comprehension in older high school and college students. In Stavanger, Kingdom of norway, psychologist Anne Mangen and colleagues studied how loftier school students comprehend the same textile in unlike mediums. Mangen'due south group asked subjects questions about a brusque story whose plot had universal student appeal; one-half of the students read the story on a tablet, the other one-half in paperback. Results indicated that students who read on print were superior in their comprehension to screen-reading peers, particularly in their ability to sequence detail and reconstruct the plot in chronological order.
Ziming Liu from San Jose Country University has conducted a serial of studies which signal that the 'new norm' in reading is skimming, involving word-spotting and browsing through the text. Many readers now use a blueprint when reading in which they sample the first line and then word-spot through the rest of the text. When the reading brain skims like this, it reduces time allocated to deep reading processes. In other words, we don't take time to grasp complication, to understand another'due south feelings, to perceive beauty, and to create thoughts of the reader's own.
The possibility that critical assay, empathy and other deep reading processes could become the unintended 'collateral damage' of our digital culture is not a straightforward binary issue about impress versus digital reading. Information technology is nearly how nosotros all take begun to read o various mediums and how that changes not only what nosotros read, merely likewise the purposes for which we read. Nor is it just about the young. The subtle atrophy of critical assay and empathy affects u.s.a. all as. It affects our ability to navigate a constant bombardment of information. It incentivizes a retreat to the most familiar stores of unchecked information, which require and receive no analysis, leaving us susceptible to false data and irrational ideas.
There'southward an onetime rule in neuroscience that does not alter with age: apply it or lose it. It is a very hopeful principle when applied to disquisitional idea in the reading brain because it implies pick. The story of the irresolute reading brain is hardly finished. We possess both the science and the technology to identify and redress the changes in how we read before they get entrenched. If we work to understand exactly what nosotros will lose, alongside the extraordinary new capacities that the digital world has brought us, there is equally much reason for excitement equally caution.
Questions 14-17
Cull the correct letter of the alphabet, A, B, C or D.
Write the correct alphabetic character in boxes 14-17 on your answer canvas.
14 What is the writer's principal point in the first paragraph?
A Our use of technology is having a subconscious effect on us.
B Technology can be used to assist youngsters to read.
C Travellers should be encouraged to employ technology on planes.
D Playing games is a more than pop use of technology than reading.
15 What primary betoken does Sherry Turkle make about innovation?
A Technological innovation has led to a reduction in print reading.
B We should pay attention to what might be lost when innovation occurs.
C Nosotros should encourage more than young people to become involved in innovation.
D In that location is a departure between developing products and developing ideas.
sixteen What point is the writer making in the fourth paragraph?
A Humans have an inborn ability to read and write.
B Reading tin can be done using many different mediums.
C Writing systems make unexpected demands on the brain.
D Some encephalon circuits adjust to whatever is required of them.
17 According to Mark Edmundson, the attitude of college students
A has changed the way he teaches.
B has influenced what they select to read.
C does not worry him as much equally information technology does others.
D does non friction match the views of the full general public.
Questions xviii-22
Complete the summary using the list of words, A-H, beneath.
Write the correct letter of the alphabet, A-H, in boxes 18-22 on your reply sheet.
Studies on digital screen apply
There have been many studies on digital screen use, showing some 18 ………………… trends. Psychologist Anne Mangen gave high-school students a short story to read, half using digital and half using impress mediums. Her team then used a question-and-reply technique to find out how 19 ………………… each group'due south understanding of the plot was. The findings showed a articulate blueprint in the responses, with those who read screens finding the order of information 20 ………………… to recollect.
Studies by Ziming Liu bear witness that students are tending to read 21 ………………… words and phrases in a text to save fourth dimension. This arroyo, she says, gives the reader a superficial agreement of the 22 ………………… content of material, leaving no time for idea.
A fast B isolated C emotional D worrying
E many F hard G combined H thorough
Questions 23-26
Do the following statements agree with the views of the author in Reading Passage 2?
In boxes 23-26 on your answer sail, write
TRUE if the statement agrees with the views of the author
FALSE if the statement contradicts the views of the writer
Not GIVEN if it is impossible to say what the writer thinks about this
23 The medium we use to read tin affect our option of reading content.
24 Some age groups are more likely to lose their complex reading skills than others.
25 Faux information has go more widespread in today's digital era.
26 We still have opportunities to rectify the problems that engineering science is presenting.
Source: https://ieltstrainingonline.com/practice-cambridge-ielts-16-reading-test-04-with-answer/
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