The Alexander Technique And Disability IELTS Reading Answers
The Academic passage ‘The Alexander Technique And Disability’ is a reading passage that appeared in an IELTS Test. Read the passage below and answer questions 1 – 15. Beyond the questions, you will find the answers along with the location of the answers in the passage and the keywords that help you find out the answers.
The Alexander Technique And Disability
Answers
| Question number | Answer | Keywords | Location of keywords |
|---|---|---|---|
| 1 | xii | It is a – technique for the elimination of ingrained habits of ‘misuse’ that interfere with the healthy and harmonious functioning of ourselves as a whole, | Paragraph A;
Last line |
| 2 | x | In other words, the Technique enables us to ‘use’ ourselves better, and, in that sense, is concerned with helping anybody – the so called ‘able bodied’ as well as disabled people to overcome their disabilities. | ParagraphB;
Line 4 |
| 3 | iv | The approach and what results can be expected vary greatly depending on the disability. | Paragraph D;
Line 1 |
| 4 | ii | By looking at compensatory tension patterns, the teacher can, in many instances, help the disabled person find a new means whereby they can perform these everyday tasks. | Paragraph E;
Last line |
| 5 | viii | In this respect, the lessons may extend to include the disabled person’s carer, for example the person who regularly has to help someone in and out of a wheelchair. | Paragraph F;
Line 1 |
| 6 | re-educated | The Alexander Technique is a method of psychophysical re-education developed by F. Matthias Alexander | Paragraph A;
Line 1 |
| 7 | reflex mechanisms/ reflexes. | Our natural reflex mechanisms for balance and posture are largely dependent on the co-ordination of the head, neck and back. The Technique addresses the causes of ‘misuse’ and lack of poise | Paragraph b;
Lines 1 – 2 |
| 8 | in harmony /harmoniously | When these mechanisms are allowed to work in harmony, ‘good use’ spontaneously returns, resulting in easier breathing, freer, lighter movement and a greater ability to control our reactions and our movements. | Paragraph B;
Line 3 |
| 9 | eliminated | It is a – technique for the elimination of ingrained habits of ‘misuse’
& With a blind person, the work is likely to focus instead more directly on eliminating tension habits |
Paragraph A;
Last line & Paragraph D; Line 3 |
| 10 | use | The Technique addresses the causes of ‘misuse’ and lack of poise that may be interfering with this relationship. When these mechanisms are allowed to work in harmony, ‘good use’ spontaneously returns, resulting in easier breathing, freer, lighter movement and a greater ability to control our reactions and our movements. | Paragraph B;
Lines 2 – 3 |
| 11 | the disabled | The approach and what results can be expected vary greatly depending on the disability. | Paragraph D;
Line 1 |
| 12 | disability/requirements | The approach and what results can be expected vary greatly depending on the disability.
& Some disabled pupils may need longer lessons, because of the time required to move them from the wheelchair, take off casts, slings and other movement aids, etc. Others may only be able to concentrate for short periods of time and, therefore, require shorter lessons more frequently. |
Paragraph D;
Line 1 & Paragraph G; Lines 4 – 5 |
| 13 | factors | There are, of course, several factors which have to be taken into consideration when working with disabled pupils. | Paragraph G;
Line 1 |
| 14 | a challenge/challenging | Alexander teacher, both as far as practical arrangements and the approach to teaching are concerned, a challenge that, in most cases, is greatly rewarded by the positive results. | Paragraph G;
Last line |
| 15 | NOT GIVEN | – | – |
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