IELTS Reading Sample Question # Victims

Victims of Their Own Success

[A] Young men, spurred on by religious beliefs and encouraged by their peers, gathered on the edges of Asia Minor, waiting to attack the Christian world to the west. Immense kudos was to be won within the Muslim world from inflicting pain and damage on innocent victims: men, women and children who were in the wrong place at the wrong time. Launching attacks could and did cause untold damage to the economy, driving fear and changing the way people lived, moved and thought. Training bases in northern Syria prepared eager would-be soldiers, teaching them the survival techniques needed to infiltrate enemy territory and, of course, how to launch their attacks. And spiritual rewards were on offer too: a place in paradise, if you met your end during the mission. That was Asia Minor 11 centuries ago.

[B]The Roman Empire splintered in two spectacular explosions. First, Rome itself was sacked in 410 and then its western provinces and many of those of North Africa collapsed later in the fifth century. Two hundred years later, ‘the most important parts of the Empire’ did not just remain standing, but were flourishing. Centred on the great city of Constantinople, the East Roman (or Byzantine) Empire, controlled the wealthy grain basket of the Nile delta, as well as Anatolia (modern Turkey), much of the Balkans, Greece, Palestine and Syria. Life looked rosy, as the numismatic  and archaeological records show.

[C]The second expansion brought the Byzantine Empire to its knees as followers of the Prophet Muhammad poured out of the Arabian peninsula in the 630s, forging a vast new world that linked Spain with the Middle East and Central Asia, pushing right up to the border with China by 751. The Empire hung on for dear life, pouring resources into a frontier network across Asia Minor to hold back the tide.

[D]Byzantine generals were realistic about how secure the border could be: there was no hope of stopping bands of motivated, fast-moving individuals from penetrating under the cover of darkness or otherwise: policing a frontier in this way required (and still requires) money, time, resources and people to maintain it. Instead, the Byzantines had to learn how to deal with attacks.

[E]They identified patterns. Timing was predictable; so, too, were the targets: the attackers were more keen on glory than death, on the bragging rights in this world than the next and more keen on enriching themselves than finding out what paradise had to offer. The best approach was to adapt to the reality and prepare for regular pin-pricks, rather than becoming the target of more powerful forces further away. As seen from Constantinople, there would always be problems on the periphery, so it was important to build relations with Baghdad and Cairo and to use official channels to try to rein in troublesome warlords in border zones, whose successes could destabilise not just the Byzantine Empire but the Abbasid Caliphate, too.

[F]In the 10th century, however, the balance began to change. A series of economic shocks rattled the economies of the Middle East and Central Asia, result of a period of climate change. Soul searching in Baghdad opened the door for daring Byzantine raids that knocked out the attack bases that had been used to such great effect for almost 200 years. That, in turn, changed the make-up and fighting practices of the imperial military. Having pioneered defensive tactics to prevent raids causing too much damage, attention now turned to big targets: fortified towns and cities.

[G]Within the space of a generation, the Byzantines had rolled the frontier back hundreds of miles, recovering places long lost to Muslims. The jewel in the crown was Antioch in northern Syria, the gateway to Palestine, but also the protecting valve to defend Asia Minor and the interior. Perhaps unsurprisingly, the century that followed saw an astonishing period of economic and demographic growth, as well as an intellectual and cultural flowering, as artists, scholars and writers like Michael Psellos created some of the treasures of Byzantine culture.

[I]The problem was that when a new threat appeared in the form of the Sekjuk Turks in the 11th century, it took the Byzantines too long to remember how to fight a rearguard action. Instead of dealing swiftly with nimble attackers, a ploy that had worked in the past, the response was to send large, heavy armies that took too long to move and were left chasing shadows.

[J]A similar problem, it seems, is facing the US Air Force today. In a recently published report, Lt General David Barno, former Commander of Military Operations in Afghanistan, argued that the USAF – like the Byzantine army of the 10th and 11th centuries – is a victim of its own success. Not a single American warplane has been shot down by an enemy aircraft since 1991; and not one has been lost to enemy air defences since 2003. ‘As a result’, General Bardo notes, ‘the risk to aircraft and airmen in combat has become nearly negligible’.

[I]At a time when the US is acutely aware of growing ambition and military expenditure by China and Russia, the fact that pilots have never experienced ‘contested air war’ means that investment is needed to prepare for threats of the future and not those of the present. It also means that skills need to be taught and developed in advance, rather than when it is too late. ‘Resilience’, for example, to enable soldiers and airmen to cope when ‘more and more squadrons of their mates don’t come home’, should be impressed on serving a military that has got used to undisputed superiority.

[J]When the going had been good in Constantinople 1,000 years ago, there were voices like those of General Barno, too, who warned about under-funding in the armed forces and the fact that young people did not want to serve the emperor but to feather their own nests by becoming lawyers and making money. By the time anyone listened, it was too late. Whether General Barno’s warning meets the same deaf ears remains to be seen.

VOCABULARY

spurred – a thing that prompts or encourages someone

infiltrate – enter or gain access to surreptitiously and gradually, especially to gain secret information

splintered – break or cause to break into smaller fragments

sacked – dismissed

numismatic – relating to or consisting of coins and medals

squadrons – a number of persons grouped together for some purpose

rattled -knocked or shattered

 

Questions 14-19

Sample Passage 7 has ten paragraphs labelled A-J

Which paragraphs contain the following information?

Write the correct letter A-J in boxes 14-19 in your answer sheet.

NB You may use any letter more than once

  1. During the 4th and 5th century, Rome was divided into two parts.
  2. Bryzantines were in danger from Sekjuk Turks during the period of 1001 to 1100.
  3. General Barno gave a signal that in future the young people of the country will be more interested in working for themselves rather than the country.
  4. The Americans have not lost a single aircraft to enemies in the 20th
  5. The soldiers were convinced to join army saying if they die during the war, they would certainly go to heaven.
  6. Bryzantine dealt with attacks by figuring out patters in them.

Questions 20-24 Choose the appropriate letters A, B, C or D.  Write your answers in boxes 20-24 on your answer sheet.

  1. What caused the shattering of economies of the Middle East and central Asia during the 10th century?
  1. Climate change
  2. War
  3. Both A and B
  4. Neither A or B

 

  1. What kind of army did Byzantines send when they were attacked by the Sekjuk Turks in 11th century?
  1. Small and nimble
  2. Large and slow
  3. Foreign attackers
  4. Neither of the above
  1. What was the warning given by general Barno?
  1. Soldiers will stop working of army
  2. People will prefer working for themselves rather than army
  3. People are more likely to become businessman
  4. There will be no need of army in later years
  1. What was offered to the future soldiers in the Syrian training camps?
  1. Place in paradise
  2. lot of money
  3. security
  4. financial support to the family
  1. How did Bryzantines dealt with the possible terrors possible in the border?
  1. Stopped bands of individuals marching towards border.
  2. Identified patterns of war.
  3. Predicting the timing and targets
  4. Both C and D

 

ANSWERS

  1. B
  2. I
  3. J
  4. J
  5. A
  6. E
  7. A
  8. A
  9. B
  10. A
  11. D

 

 

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The Quiz # Origin Of Punctuation

The quiz given below is based on the reading passage Origin Of Punctuation.

The table given has two columns, Column A and Column B. Column A consist of words from the passage and column B has their respective meanings. Your task is to match the word with the correct meaning.

 COLUMN A  COLUMN B
1. intimately  (i)to lay stress upon
 2. librarian (ii)eminent above or before others
3. eloquent (iii)to supply with critical or explanatory notes
4. persuasive  (iv)the act or an instance of striking, as with the fist, a weapon, or hammer
5. mangle (v)associated in close personal relations
6. emphasize (vi)deeply engrossed or absorbed
7. bystander (vii)to place between
8. annotate (viii)a learned or erudite person, especially one who has profound knowledge of a particular subject
9. convinced (ix)having or exercising the power of fluent, forceful, and appropriate speech
10. preeminent (x)a person present but not involved; chance spectator; onlooker
11. abandoned (xi)the group of spectators at a public event
12. rapt (xii)a group or sect bound together by veneration of the same thing,person, ideal, etc
13. audiences (xiii)able, fitted, or intended to persuade
14. stroke (xiv)(a low, continuous sound, as of a brook, the wind, or trees, or of low,indistinct voices
 15. interposed  (xv)to spoil
16. cult  (xvi)forsaken or deserted
 17. scholars (xvii) a person in charge of a library, especially the chief administrative officer of a library
 18. murmuring  (xviii)to move by argument or evidence to belief, agreement, consent, or course of action

ANSWERS

  1. v
  2. xvii
  3. ix
  4. xiii
  5. xv
  6. i
  7. x
  8. iii
  9. xviii
  10. ii
  11. xvi
  12. vi
  13. xi
  14. iv
  15. vii
  16. xii
  17. viii
  18. xiv

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IELTS Sample Reading # Republicans Face Off

Source : http://www.timeforkids.com/news/republicans-face/308981

REPUBLICANS FACE OFF

A slightly smaller group of Republican candidates ( a person who applies for a job or is nominated for election)took the stage on November 10, in Milwaukee, Wisconsin. Fox Business News, which hosted  (act as host at (an event) or for (a television or radio programme)) the event, limited it to eight participants (a person who takes part in something), rather than the 10 allowed in the past. But the smaller (of a size that is less than normal or usual)field did not mean a less lively discussion (the action or process of talking about something in order to reach a decision or to exchange ideas). The debate (a formal discussion on a particular matter in a public meeting or legislative assembly, in which opposing arguments are put forward and which usually ends with a vote), which primarily (for the most part; mainly) covered (put something on top of or in front of (something) in order to protect or conceal it) economic (relating to economics or the economy) issues (an important topic or problem for debate or discussion), allowed (let (someone) have or do something)candidates to share (have a portion of (something) with another or others)their plans for the country. They also spent plenty of time criticizing (indicate the faults of (someone or something) in a disapproving way)one another, President Barack Obama, and Hillary Clinton, who is expected to be the Democratic (relating to or supporting democracy or its principles)nominee (a person who is nominated as a candidate for election or for an honour or award)for president.

Donald Trump, a businessman, and Ben Carson, a retired (having left one’s job and ceased to worksurgeon (a medical practitioner qualified to practise surgery), are ahead in the polls. But Carson has faced questions (a sentence worded or expressed so as to elicit information)lately about whether certain parts of his autobiography (an account of a person’s life written by that person), Gifted Hands, are true. When asked about accusations (a charge or claim that someone has done something illegal or wrong)that he made up some events in the book, he said, “I have no problem being vetted (make a careful and critical examination of (something),” or investigated (carry out a systematic or formal inquiry to discover and examine the facts of (an incident, allegation, etc.) so as to establish the truth). “What I do have a problem with is being lied (say or write something that is not ​true in ​order to ​deceive someone)about.”

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IELTS Reading Sample # Truth About Kids

Source : http://www.timeforkids.com/news/truth-about-kids-and-tech/304976

The Truth About Kids and Tech

It should come as no surprise (an unexpected or astonishing event, fact, etc.)that kids are spending a lot of time in front of screens. According to a new study, tweens (a girl ages about 9-14…too old for toys, but too young for boys)from 8 to 12 years of age spend an average (a number expressing the central or typical value in a set of data, in particular the mode, median, or (most commonly) the mean, which is calculated by dividing the sum of the values in the set by their number)of four-and-a-half hours each day watching (look at or observe attentively over a period of time)TV or using a digital (expressed as series of the digits 0 and 1, typically represented by values of a physical quantity such as voltage or magnetic polarization) device (a thing made or adapted for a particular purpose, especially a piece of mechanical or electronic equipment). For teens 13 to 18, the average is six-and-a-half hours. But those numbers hide a bigger, more complex (consisting of many different and connected parts)picture.

Common Sense Media, a nonprofit group focused (directing a great deal of attention, interest, or activity towards a particular aim)on helping children, parents and teachers better understand media and technology, conducted the study. It looked at a wide range of media-related (the main means of mass communication (television, radio, and newspapers) regarded collectively)activities, from old methods (a particular procedure for accomplishing or approaching something, especially a systematic or established one)like reading and listening to the radio, to new favorites like using social media and video chatting. More than 2,600 kids from around the country were surveyed (look closely at or examine (someone or something)). Here are some truths—and some myths—that the study revealed:

Truth 1: Some teens spend too much time looking at screens.

One in five tweens uses more than six hours of screen media each day, and 18% of teens are looking at their screens for more than 10 hours a day. Often they’re doubling (become twice as much or as many)up on screens, watching television on one while chatting (talk in a friendly and informal way)with friends on another.

Myth 1: This is the end of reading.

While the average time young people spend reading, either in print or on a screen, is only 30 minutes per day, kids who took the survey say reading is one of their favorite (preferred to all others of the same kind)activities.

Truth 2: Boys prefer video games; girls prefer social media.

Among tween boys, 71% enjoy playing video games, twice as many as tween girls. And while more than 25% of teen boys list playing video games as their favorite media activity, only 2% of teen girls do. Teen girls, meanwhile, spend about 40 minutes more each day on social media than boys do.

Myth 2: TV and music have been muscled out.

For tweens, TV is still the top media activity. They enjoy it the most and watch it every day. In fact, 47% of tweens have television sets in their bedrooms (a room for sleeping in). For teens, while 57% have TV sets in their rooms, music is the reigning form of entertainment (a room for sleeping in). However, only about a third listen to music on the radio. Most teens listen to it on their smartphones (a mobile phone that performs many of the functions of a computer, typically having a touchscreen interface, Internet access, and an operating system capable of running downloaded apps).

Truth 3: Gamers don’t get out as much as kids who don’t play video games.

Kids report spending about an hour each day being active. For gamers, that average drops to 47 minutes, the lowest for any kind of media consumer (a person who purchases goods and services for personal use). Social media users are the most active, spending one hour and 13 minutes per day doing some form of physical activity.

Myth 3: The Digital Revolution is making young people more creative than ever.

So far, kids are too busy consuming ( completely filling one’s mind and attention; absorbing)to be doing much producing. Tweens spend an average of five minutes and teens nine minutes per day making something with all their digital tools, whether it’s art, music, or writing.

In a statement, Common Sense Media chief executive officer James P. Steyer said that study “provides parents, educators and the media industry (economic activity concerned with the processing of raw materials and manufacture of goods in factories)with an excellent (extremely good; outstanding) overview (a general review or summary of a subject)of what kids are doing today and how we can make the most of the media (the main means of mass communication (television, radio, and newspapers) regarded collectively)and technology (the application of scientific knowledge for practical purposes, especially in industry)in their lives.”

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