Title [DRIVE] SÁCH READING DỰ ĐOÁN IELTS COMPUTER - Copy.pdf ✅

Ml)C Ll)C SACH READING Test 1: Passage 1: Report on a university drama project ...................................................................... 2 Passage 2: Surviving city life ................................................................................................... 6 Passage 3: Movement Underwater ........................................................................................ 1 O Test 2: Passage 1: The Father of English Geology ............................................................................. 14 Passage 2: WHAT'S HAPPENING TO OUR FOOD? .................................................................. 17 Passage 3: REWILDING ......................................................................................................... 20 Test 3: Passage 1: Socotra Island ..................................................................................................... 24 Passage 2: PHOTOGRAPHY .................................................................................................. 27 Passage 3: The peopling of Patagonia ................................................................................... 31 Test 4: Passage 1 : A gem from the sea ............................................................................................. 36 Passage 2: The Shang Dynasty and China's Ancient Burials ................................................... 40 Passage 3: Urban Revitalization: Transforming Talbot Park in Auckland ................................. 44 Test 5; Passage 1: The life of Beatrix Potter ...................................................................................... 48 Passage 2: The threat of invasive species ............................................................................. 52 Passage 3: Learning to be bilingual ....................................................................................... 55 Test 6: Passage 1: The Coelophysis dinosaur ................................................................................... 59 Passage 2: Paternity Leave ................................................................................................... 62 Passage 3: Understanding symbols ....................................................................................... 66 Test 7: Passage 1: Why Do We Need Sleep? ...................................................................................... 70 Passage 2: Avalanche ........................................................................................................... 73 Passage 3: The conservation of rare species ........................................................................ 77 Test 8: Passage 1: Think Small ......................................................................................................... 81 Passage 2: Conscious and Unconscious Thought .................................................................. 84 Passage 3: How plants fight back .......................................................................................... 88 Test 9: Passage 1: Why are we ticklish .............................................................................................. 92 Passage 2: The history of steel .............................................................................................. 97 Passage 3: Social smiling .................................................................................................... 102 Test 10: Passage 1: Clipper Race ...................................................................................................... 106 Passage 2: SLEEP ............................................................................................................... 109 Passage 3: Ebonics ............................................................................................................. 112
TEST 1 READING PASSAGE 1 You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on pages 2 and 3. Report on a university drama project Drama student Imogen Clare-Wood describes a collaborative theatre project she took part in This project was born from discussions I had with other drama students about the kind of theatre productions we'd like to create. Although we had previously been involved in various university productions where we took on specific roles, such as costume designer, producer, director and so on, we now wanted to take a collaborative approach that was new to all of us. We wanted a project in which every voice would carry equal weight and everyone would be able to contribute to every aspect of the show. We decided that the way to achieve this feeling of collaboration would be to concentrate on the process by which the work emerged during auditions and rehearsals. We chose a play that we felt allowed varied interpretations - Harold Pinter's The Lover, a modern one-act play with just two characters. We decided we would use six actors cast as three different couples, and each pair would have a turn to perform on one of the three nights that the play was to be staged. The next step was to hold auditions in order to find six actors who felt the same way about the project as we did. We were anxious not to create an 'us and them' feeling to the auditions, since collective ownership of the project was crucial to our ideas. So we ran the first round of auditions as a series of workshops, which we kept very informal and relaxed. Then we recalled fifteen actors for the second round of auditions. At this stage we wanted the reactions and ideas to flow and be explored by the group in the form of a discussion. We were looking for actors who could encourage other people's ideas but who were also eager to input their own thoughts. Possibly the hardest part of the whole process was sitting down afterwards and deciding on the final six actors who would take part in the project. Our initial rehearsals were dedicated to creating a strong group dynamic and to exploring some of the themes of the play without explicit reference to the script. One of the strongest tools we used for this was 'freewriting' - an exercise in which one person would read out a list of unconnected words and the rest of the group would clear their minds and simply write something in response to those words. We found it helped us to gain insight into the different ways our minds work. It also meant that we got to know each other very well, very quickly! 2 eeBRITISH ••coUNCIL IELTS