In today's post we are going to practice summary completion, True, False, Not Given, and sentence completion questions.
We also have other Reading Test practice lessons for you:
Reading Test Practice 1 Short Answers and Headings
Reading Test Practice 2 Matching Sentence Endings
Reading Test Practice 3 Matching Headings and Sentence Completion
Reading Test Practice 4 True / False / Not Given
The summary completion task requires you to complete a summary of a part of the reading passage. You must use words from the passage to complete the summary.
Let's try the tips on the Summary Completion question below.
Use no more than 3 words from the passage for each answer.
See our answer guide
1 - medieval folk dance(s)
In paragraph 2 the text states 'it (Morris Dancing) may have acquired elements of medieval folk dance'. Here 'acquired' and 'integrates' have the same meaning.
2 – (working) peasantry
The text tells us that ‘By the mid-17th century, the working peasantry took part in Morris dances’. ‘Took part’ is a paraphrase of ‘were performing’.
3 - suppressed
Still in paragraph 3, we learn that ‘The Puritan government of Oliver Cromwell, however, suppressed Whitsun Ales’. ‘Religious government’ is a general reference to ‘the Puritan government’.
4 - industrial revolution
Paragraph 4 states ‘Morris dancing continued in popularity until the industrial revolution and its accompanying social changes’. The summary uses the phrase ‘social upheaval’ rather than ‘social changes’.
5 - (local) memory
Again in paragraph 4, we see ‘by the late 19th century Morris dancing was fast becoming more a local memory than an activity.’ Remember that ‘the late 1800s’ in the summary is the same as ‘the late 19th century’.
The History of Morris Dancing in England
(1) While the earliest (15th-century) references place the Morris dance in a courtly setting, it appears that the dance became part of performances for the lower classes by the later 16th century; in 1600, the Shakespearean actor William Kempe Morris danced from London to Norwich, an event chronicled in his Nine Daies Wonder (1600).
(2) Almost nothing is known about the folk dances of England prior to the mid-17th century. While it is possible to speculate on the transition of "Morris dancing" from the courtly to a rural setting, it may have acquired elements of medieval folk dance, such proposals will always be based on an argument from silence as there is no direct record of what such elements would have looked like. In the Elizabethan period, there was significant cultural contact between Italy and England, and it has been suggested that much of what is now considered traditional English folk dance, and especially English country dance, is descended from Italian dances imported in the 16th century.
(3) By the mid-17th century, the working peasantry took part in Morris dances, especially at Whitsun. The Puritan government of Oliver Cromwell, however, suppressed Whitsun Ales and other such festivities. When the crown was restored by Charles II, the springtime festivals were restored. In particular, Whitsun Ales came to be celebrated on Whitsunday, as the date was close to the birthday of king Charles II.
(4) Morris dancing continued in popularity until the industrial revolution and its accompanying social changes. However, by the late 19th century Morris dancing was fast becoming more a local memory than an activity. D’Arcy Ferris, a Cheltenham based singer, music teacher and organiser of pageants, became interested in the tradition and sought to revive it. He first encountered Morris dancing in Bidford and organised its revival. Over the following years he took the side (Morris dancing group) to several places in the West Country, from Malvern to Bicester and from Redditch to Moreton in Marsh. By 1910, he and Cecil Sharp, the famous revivalist of English folk music and dance, were in correspondence on the subject.
(5) Several English folklorists were responsible for recording and reviving the tradition in the early 20th century, often from a bare handful of surviving members of mid-19th-century village sides. Among these, the most notable are Cecil Sharp, Maud Karpeles, and Mary Neal.
(6) Boxing Day 1899 is widely regarded as the starting point for the Morris revival. Cecil Sharp was visiting at a friend's house in Headington, near Oxford, when the Headington Quarry Morris side arrived to perform. Sharp was intrigued by the music and collected several tunes from the side's musician, William Kimber; not until about a decade later, however, did he begin collecting the dances, spurred and at first assisted by Mary Neal, a founder of the Espérance Club (a dressmaking co-operative and club for young working women in London), and Herbert MacIlwaine, musical director of the Espérance Club. Neal was looking for dances for her girls to perform, and so the first revival performance was by young women in London.
(7) In the first few decades of the 20th century, several men's sides were formed, and in 1934 the Morris Ring was founded by six revival sides. In the 1950s and especially the 1960s, there was an explosion of new dance teams, some of them women's or mixed sides. At the time, there was often heated debate over the propriety and even legitimacy of women dancing the Morris, even though there is evidence as far back as the 16th century that there were female Morris dancers. There are now male, female and mixed sides to be found.
(8) Partly because women's and mixed sides are not eligible for full membership of the Morris Ring, two other national (and international) bodies were formed, the Morris Federation and Open Morris. All three bodies provide communication, advice, insurance, instructionals (teaching sessions) and social and dancing opportunities to their members. The three bodies co-operate on some issues, while maintaining their distinct identities.
"Morris Dance" wikipedia, https://en.wikipedia.org/wiki/Morris_dance, Accessed 14.8.2017
|11.||The beginning of the twentieth century saw several new Morris dancing groups .|
|12.||By the fifties and sixties, male, female and sides were becoming more common around the country.|
|13.||Many people at the time questioned the of women performing this traditionally male dance.|
|14.||Sides containing women are still not for entrance into Morris dancing’s main governing and organizing ring.|
|15.||The three main bodies in the world of Morris dancing provide in which members can receive expert tuition and choreography.|
In paragraph 7, ‘the first few decades’ is paraphrased as ‘the beginning’.
12 - By the fifties and sixties, male, female and mixed sides were becoming more common around the country.
The sentence in paragraph 7 is paraphrased: ‘In the 1950s and especially the 1960s, there was an explosion of new dance teams, some of them women's or mixed sides.’
13 - Many people at the time questioned the propriety of women performing this traditionally male dance.
From paragraph 7: ‘At the time, there was often heated debate over the propriety and even legitimacy of women dancing the Morris’. ‘Heated debate’ is paraphrased as ‘Many people… questioned’. ‘Dancing the Morris’ is paraphrased as ‘performing’.
14 - Sides containing women are still not eligible for entrance into Morris dancing’s main governing and organizing ring.
In the final paragraph we learn that ‘women's and mixed sides are not eligible for full membership of the Morris Ring’. ‘full membership’ is paraphrased as ‘entrance’.
15 - The three main bodies in the world of Morris dancing provide instructionals in which members can receive expert tuition and choreography.
The text says ‘All three bodies provide communication, advice, insurance, instructionals (teaching sessions) and social and dancing opportunities to their members.’ ‘Teaching sessions’ include ‘tuition’ and ‘choreography’. Remember that ‘teaching sessions’ cannot be an answer since the instructions tells us to use 1 word only.
For more practice, go to lesson 6 of the Reading Practice Series!
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About The IELTS Test
Academic Writing Task 1
Academic Writing Task 2
Band 7 Grammar
Cause And Effect
Coherence And Cohesion
Complete The Notes
Complete The Table
Data And Figures
Frequently Asked Questions
General Training Reading
General Writing Task 1
General Writing Task 2
Grammatical Range And Accuracy
Listening Section 1
Listening Section 2
Listening Section 3
Listening Section 4
Problem Solution Essay
Speaking Part 1
Speaking Part 2
Speaking Part 3
True / False / Not Given