Reading practice - mistake log IELTS Practice Set 19 listening test 1
1 Performance summary
Correct: 33/40
2 Summary Performance
2.1 Accuracy
| Section | Your Answers | Correct | Accuracy |
|---|---|---|---|
| Part 1 (Tennis Racket task) | 5 Qs | 4/5 correct | 80% |
| Part 3 (Misinformation) | 5 Qs | 4/5 correct | 80% |
2.2 Strengths
Good elimination strategy: you used context to rule out wrong answers.
Strong at spotting plural/singular forms (“making 4… and reorganising them”).
Able to recognize synonyms/paraphrases in multiple-choice (e.g., “entice” = “tempt”).
Memory strategy works: you recall options at the end and compare with what you heard.
2.3 Weakness
| Type | Observation |
|---|---|
| Detail scanning | Sometimes missing small details that change the meaning (e.g., who does the action vs. what is done). |
| Vocabulary gap | Hesitation when encountering academic/abstract words (e.g., “embrace,” “well-rounded,” “spoiling appetite”). |
| Time management | Taking notes slows you down; when you don’t, you rely too much on memory, which is risky for tricky passages. |
| Theme connections | Some difficulty transferring reading vocabulary into speaking/writing use. |
2.4 4. Next Steps
Refine scanning skills – practice finding keywords and synonyms faster.
Build thematic vocabulary tables (like we started: Health, Technology, Education, etc.) → then reuse in speaking & writing.
Balance practice – 1 new test (for challenge) + 1 old test (for strategy review).
Micro-drills – Take 5 minutes/day to practice identifying synonyms and collocations in reading texts.
Check plural/singular carefully – it often decides the correct answer. # Part 1
2.5 Q2. The change that Andy Murray made to his rackets attracted a lot of attention.
Your answer: (not given?)
Correct: FALSE
2.5.1 Evidence from text:
“Another change was so subtle as to pass more or less unnoticed… A small change, perhaps, but its importance should not be underestimated.”
Keyword: “subtle… unnoticed” → opposite of “attracted a lot of attention”.
Trap: You might think since it was “important,” then people noticed → but IELTS tests visibility vs importance.
Lesson: Always separate impact (important) vs perception (noticed).
2.6 Q3. Most of the world’s top players take a professional racket stringer on tour with them.
Your answer: (False?)
Correct: NOT GIVEN
2.6.1 Evidence from text:
Passage says: “Touring professionals have their rackets customised… says Colin Triplow, a UK-based professional racket stringer.”
But no sentence states that players take stringers with them on tour.
Trap: The phrase “touring professionals” + “professional stringer” tempts you to connect them, but IELTS checks if it’s explicitly stated.
Since text only mentions stringing is important, frequency / most players / taking stringers on tour is NOT GIVEN.
Lesson: If the text does not quantify (most, many, few, all) → answer = NOT GIVEN.
2.7 Q12. Pete Sampras had Metal 12 ______ put into the frames of his rackets.
Your answer: LEAD
Correct: WEIGHTS
2.7.1 Evidence from text:
“…much of the serving power of US professional player Pete Sampras was attributed to the addition of four to five lead weights onto his rackets.”
IELTS expects exact word form: the blank requires a noun.
In the passage, the phrase = “lead weights”. If you only write “lead”, you miss the object.
Trap: IELTS often tests precision → e.g., “metal weights” vs “metal”.
Also, “lead” alone doesn’t answer the question “Metal ___ ?” → correct noun = weights.
Lesson: In completion tasks:
Always check the grammar of the blank (singular/plural, countable/uncountable).
Copy exactly from passage, but make sure it fits grammatically in the sentence.
2.8 ✅ Key Takeaways for You
Q2 mistake: Confusing importance with public attention.
Q3 mistake: Adding your own assumption (“most players do this”) → avoid extrapolation.
Q12 mistake: Precision in noun form (“weights” not just “lead”).
3 Part 2
4 Top traps in Passage 2 (Pirates)
Paraphrase trap — the text rarely repeats keywords from the question. The question may use a synonym or different grammatical form.
Example: “eradicate piracy” → question uses “campaign to eradicate” or “how a campaign was carried out.”
Chronology / reference trap — several paragraphs describe similar events at different times (Egypt, Greece, Rome). It’s easy to map the idea to the wrong paragraph if you don’t check the time/place signals.
Implies vs states — the passage often implies motives (e.g. economy improved) without saying exactly what the question asks; watch for explicit phrasing. If the passage implies but does not state something, it can be a NOT GIVEN or wrong-match trap.
Detail displacement — many paragraphs contain several facts; the correct answer will be tied to one particular sentence. The distractor typically appears nearby, using a related idea. Read full sentence, not just phrase.
“Multiple-use” paragraphs — a paragraph may support more than one question; this is normal. Don’t eliminate a paragraph after you use it once.
Plural / word-form trap in summaries — the exam often requires one-word answers. Make sure you copy the exact noun form that fits the gap (e.g., GRAIN not “grain ships”).
5 What to notice (fast signals to find answers)
Opening / closing lines of each paragraph often contain the gist.
Names & places (Lukka, Sherden, Pompey, Alashiya) are excellent anchor points.
Time markers (BCE dates, “By the 1st century BCE,” “In 67 BCE”) → map to Rome / Pompey.
Verbs of denial / refusal (e.g., “rejected” in paragraph D) → match Q14.
Act-of-policy signals (law, fleet, divided into districts) → match campaign/eradication (G).
“In return” / “in exchange” language → economic incentive / encouraged not to return (G).
Geography / navigation clues (coastal routes, coves, slow merchant ships) → match Q19 (B).
6 Question-level notes & common distractors
6.0.1 Q14 — Denial of involvement → Paragraph D
Why D: Amarna Letters record the king of Alashiya rejecting Akhenaten’s claim; explicit denial.
Trap: Paragraphs mentioning pirates broadly (B or E) might seem relevant but do not include a formal denial.
6.0.2 Q15 — How the eradication campaign was carried out → Paragraph G
Why G: G gives the method: Pompey’s law, 13 districts, fleets assigned, sequential cleansing.
Trap: F mentions Rome’s response but not the operational details; choose the paragraph with the procedural description.
6.0.3 Q16 — States using pirates (wartime use) → Paragraph C
Why C: C explicitly says governments employed pirates in wartime as a first wave.
Trap: F discusses Rome profiting from piracy (economy) but not states contracting pirates.
6.0.4 Q17 — Modern/common view of pirates → Paragraph A
Why A: A opens by describing the popular Caribbean swashbuckler image.
Trap: Don’t confuse A’s modern stereotype with historical attitudes in E (Greek texts praising pirates).
6.0.5 Q18 —
6.0.6 How people were encouraged not to return to piracy → Paragraph G
Why G: After suppression many pirates “were offered land … far from the sea” — economic resettlement.
Trap: F (Rome profited) or B (coves) may mention pirates’ role, but only G mentions resettlement as discouragement.
6.0.7 Q19 — Need for vessels to stay close to land → Paragraph B
Why B: B explains pre-caravel ships followed coastlines and were trapped if slow — explicit geography/navigation reason.
Trap: Paragraphs that mention coves or boats (B) are correct; ensure it’s the coastline/navigation reasoning, not economy or population.
6.0.8 Q20–21 (Choose TWO) — inhabitants’ traits
Correct: D & B
D (depend on sea): B states inhabitants “relied heavily on marine resources.”
B (escape capture): B highlights local knowledge and coves enabling pirates to avoid retaliation.
Common distractors:
A (using stolen vessels) — not stated.
E (storing goods in coves) — coves used as hiding places for boats, not explicitly for storing loot.
6.0.9 Q22–23 (Choose TWO) — piracy & ancient Greece
Correct: C & E
C (officials took part): Demosthenes example shows Athenian ambassadors capturing a ship.
E (favourable view in texts): Homer and Thucydides praised piracy; explicit.
Trap: B & D reverse or exaggerate (“attitudes changed shortly after” / “every citizen regarded it unacceptable”) — neither is supported.
6.0.10 Q24–26 (Summary)
24 GRAIN — text: pirate attacks on grain ships resulted in calls for punishment.
25 PUNISHMENT — calls for punishment appear in the Senate.
26 RANSOM — pirates demanded ransom for Roman dignitaries (Julius Caesar example).
Summary trap: keep one-word answers; watch for plural/singular and precise noun forms.
7 Quick strategy checklist for this passage type
Read the questions first (or at least the keywords) before scanning the passage.
Map keywords → paragraph using names, dates, geographic terms.
When matching paragraphs, confirm by reading 2–3 surrounding sentences. The single sentence can be misleading.
For multi-answer questions (Choose TWO), underline two separate supporting lines in the text (they may be close or far apart).
For summary gaps, check grammar (singular/plural) and prefer exact vocabulary from the passage.
If two paragraphs look similar, use time/place signals (Egypt vs Greece vs Rome) to separate them.
8 Part 3
8.1 Q28 — Role of technology
Correct: A – It may at some point provide us with a solution to misinformation.
Why A is right: The text says the means to correct misinformation “might, over time, be found in those same patterns of mass communication.” That’s a cautious, future-oriented may/might claim.
Common trap:
D (“made it easier to check accuracy”) is not stated. No claim about fact-checking ease.
B/C change the meaning: no claim about altering how people regard information (B) or how organisations use misinformation (C).
Spot-the-clue: hedge verbs (“might”) + time phrase (“over time”) → potential future solution, not a current effect.
8.2 Q29 — What is the writer doing in the fourth paragraph?
Correct: C – Outlining which issues connected with misinformation are significant today.
Why C is right: The paragraph introduces “at least three observations… warrant the attention of researchers, policy makers, and everyone,” then lists them (initial belief, lack of blocking, costly correction). That’s a menu of key issues.
Common trap:
- D (policy makers’ attitude) tempts because policy makers are mentioned in the opener, but the paragraph lists issues, not opinions/attitudes.
Spot-the-clue: Look for list language (“first,” “second,” “third,” “observations”) → summary of significant issues.
8.3 Q32 — Summary (Descartes vs Spinoza)
Correct: J – different ideas.
Why J is right: The text: “conflicting predictions” from the two philosophers. That paraphrases to “different ideas” about engagement with information.
Common trap:
- A (“constant conflict”) misreads “conflicting predictions.” The philosophers aren’t fighting; their theories conflict. “Constant” isn’t in the text.
Spot-the-clue: When the noun is something like predictions/accounts/theories, “conflicting” → different ideas/views, not personal conflict.
8.4 Q38 — Y/N/NG: Opposed teaching in elementary school
Correct: NOT GIVEN.
Why NG is right: The passage recommends media literacy “as early as elementary school” but says nothing about it being opposed.
Common trap:
- Choosing NO because you assume it’s supported; but NO requires a clear contradiction (“it has not been opposed”). We don’t have that.
Spot-the-clue: For Y/N/NG, ask: Is the exact claim in the text? If not explicitly supported or contradicted → NOT GIVEN.
8.5 Micro-skills to lock these down
Modal hedges = future possibility (might, may, over time) → choose options with potential, not current fact.
List signals = outlining key issues (first/second/third, observations) → avoid options about attitudes/opinions unless explicitly discussed.
Paraphrase precision: conflicting predictions → different ideas, not interpersonal conflict.
Y/N/NG discipline:
YES = clearly stated.
NO = clearly contradicted.
NOT GIVEN = anything else (no stance / missing detail).
8.6 Mini Drill
1. Role of technology
Text: “In the long term, algorithms might even help reduce the spread of false information.”
Q: What is implied here?
A. Algorithms already make fact-checking easier
B. Algorithms may eventually provide part of the solution
C. Algorithms have changed how organisations spread lies
D. Algorithms alter how people regard truth
-> B
2. Function of a paragraph
Text: “Three main problems arise when companies adopt green policies. First, the financial cost; second, the difficulty of measuring impact; third, the risk of greenwashing.”
Q: What is the writer doing here?
A. Showing policy makers’ opinions on sustainability
B. Explaining the cause of climate change
C. Outlining which issues are significant today
D. Presenting historical attitudes to company behaviour
-> C
3. Paraphrase precision
Text: “Philosopher A predicted humans believe only after careful reasoning, while Philosopher B claimed belief is automatic and rejection requires effort.”
Q: The two philosophers offered…
A. Constant conflict with each other
B. Different ideas about how belief works
C. Support for the same conclusion
D. Evidence that people rarely engage with ideas
-> B
4. Y/N/NG
Text: “Some experts argue children should learn coding as early as primary school.”
Q: The teaching of coding in primary school has been opposed.
A. YES
B. NO
C. NOT GIVEN
-> C
5. Y/N/NG subtle twist
Text: “Scientists recommend daily walking for adults. However, there is no consensus yet on how much is optimal for children.”
Q: Scientists have proved children need 30 minutes of walking daily.
A. YES
B. NO
C. NOT GIVEN
-> C