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IELTSAcademic ReadingGyakorlás12

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This reading practice simulates one part of the IELTS General Reading test. You should spend about twenty minutes on it. Read the passage and answer questions 27-40.

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The power of playAcross the world, almost every child plays. The impulse is so strong that children play even without real toys or active encouragement from adults. To a young child, activities such as running, pretending and building are enjoyable in themselves. Researchers and educators also recog...
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Questions 27-31
Look at the following Statements (Questions 27-31) and List of researchers below below.

Look at the following statements (Questions 27-31) and the list of researchers below.

Write the correct number A-G in boxes Questions 27-31 on your answer sheet.

NB You may use any letter more than once.
List of researchers below
  1. Elkind
  2. Miller &Almon
  3. Rubin et al.
  4. Stuart Brown
  5. Pellegrini
  6. Joan Goodman
  7. Hirsch-Pasek et al.

27. Play may be divided into a number of separate categories.

28. Adults' planned goals affect how they play with children.

29. Mixing work with play may be the best way for children to learn.

30. Particular elements of play are more significant than others.

31. Activities may be classified on a scale of playfulness.

Choose B because the passage connects this feature or person with the information in the question. The supporting evidence is: "Definitions range from discrete descriptions of various types of play such as physical, construction, language, or symbolic play, as described by Miller and Almon, to broader lists of criteria based on observation and attitude, such as those proposed by Rubin et al. Most contemporary definitions focus on several shared features.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
Definitions range from discrete descriptions of various types of play such as physical, construction, language, or symbolic play, as described by Miller and Almon, to broader lists of criteria based on observation and attitude, such as those proposed by Rubin et al. Most contemporary definitions focus on several shared features.

Choose G because the passage connects this feature or person with the information in the question. The supporting evidence is: "According to Hirsch-Pasek et al., the adult's role in play varies as a function of their educational goals and the child's developmental level.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
According to Hirsch-Pasek et al., the adult's role in play varies as a function of their educational goals and the child's developmental level.

Choose F because the passage connects this feature or person with the information in the question. The supporting evidence is: "Joan Goodman suggested that hybrid forms of work and play are not harmful to learning; instead, they can offer optimal contexts for learning.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
Joan Goodman suggested that hybrid forms of work and play are not harmful to learning; instead, they can offer optimal contexts for learning.

Choose E because the passage connects this feature or person with the information in the question. The supporting evidence is: "Other researchers, however, including Pellegrini, have argued that process orientation and the absence of an obvious functional purpose may be the most important aspects of play.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
Other researchers, however, including Pellegrini, have argued that process orientation and the absence of an obvious functional purpose may be the most important aspects of play.

Choose C because the passage connects this feature or person with the information in the question. The supporting evidence is: "Play is often placed on a continuum from less playful to more playful according to behavioural and dispositional criteria.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
Play is often placed on a continuum from less playful to more playful according to behavioural and dispositional criteria.

Questions 32-36
Do the following statements agree with the information given in the reading passage? In boxes 32-36 on your answer sheet, write

YES   if the statement reflects the claims of the writer
NO   if the statement contradicts the claims of the writer
NOT GIVEN   if it is impossible to say what the writer thinks about this

32. Children require toys in order to play.

33. It is wrong to treat play and learning as separate types of activities.

34. Play helps children to develop their artistic abilities.

35. Researchers have reached agreement on a definition of play.

36. Work and play differ in terms of whether or not they have an objective.

The answer is NO because the statement contradicts the passage. The key evidence is: "The impulse is so strong that children play even without real toys or active encouragement from adults.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
The impulse is so strong that children play even without real toys or active encouragement from adults.

The answer is YES because the statement agrees with the passage. The key evidence is: "This has produced a false dichotomy between play and learning.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
This has produced a false dichotomy between play and learning.

The answer is NOT GIVEN because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "Through play, children practise regulating their behaviour, build foundations for later science and mathematics learning, work through the complex negotiation of social relationships, and develop many creative problem-solving skills.". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
Through play, children practise regulating their behaviour, build foundations for later science and mathematics learning, work through the complex negotiation of social relationships, and develop many creative problem-solving skills.

The answer is NO because the statement contradicts the passage. The key evidence is: "Adults also have an important part to play when they guide children through playful learning opportunities.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
Adults also have an important part to play when they guide children through playful learning opportunities.

The answer is YES because the statement agrees with the passage. The key evidence is: "Work, unlike play, is usually not considered enjoyable and is extrinsically motivated, or goal oriented.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
Work, unlike play, is usually not considered enjoyable and is extrinsically motivated, or goal oriented.

Questions 37-40
Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer from the passage for each answer.

Write your answers in 37-40 on your answer sheet.

Guided play

In the simplest type of guided play, an adult shapes the setting in which a child plays. Another possibility is for the adult to join in and extend the activity, for example by (37) the child to explore different parts of the game. Adult support can turn play into learning, and the activity may become more structured, but it still needs to come from the child's (38) to play. Without adults, play gives children genuine (39) with adults, it can become a valuable (40).

Use "encouraging" because adults may encourage further exploration in guided play.

Associated Text:
In the more direct form, parents or other adults join as co-players, ask thoughtful questions, comment on discoveries, or encourage further exploration and new aspects of the activity.

Use "desire" because play should come from the child's own desire.

Associated Text:
Play should arise from the child's own desire.

Use "autonomy" because free play gives the child genuine autonomy.

Associated Text:
Intrinsically motivated free play gives the child genuine autonomy, while guided play allows parents and educators to offer more targeted learning experiences.

Use "targeted" because guided play can offer targeted learning experiences.

Associated Text:
Intrinsically motivated free play gives the child genuine autonomy, while guided play allows parents and educators to offer more targeted learning experiences.

Answer Sheet
1
N/A
2
N/A
3
N/A
4
N/A
5
N/A
6
N/A
7
N/A
8
N/A
9
N/A
10
N/A
11
N/A
12
N/A
13
N/A
14
N/A
15
N/A
16
N/A
17
N/A
18
N/A
19
N/A
20
N/A
21
N/A
22
N/A
23
N/A
24
N/A
25
N/A
26
N/A
27
28
29
30
31
32
33
34
35
36
37
38
39
40
Pontszám-összegzés
0 / 1
Multiple Choice
Matching Sentence Endings
Note Completion
Table Completion
Flow Chart Completion
Summary Completion
Multiple Selection
Short Answer
Matching Headings
Matching Features
Matching Information
Identifying Information
Identifying Viewer Claims
Sentence Completion
Diagram Labelling
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Tips to improve your reading speed
To get a high score on the IELTS reading section, you need to have a fast reading speed. To have a fast reading speed, you need to improve your vocabulary and practice dissecting sentences. One strategy to dissect a sentence is to look for the subject and verb of the sentence. Finding the subject and verb will help you better understand the main idea of said sentence. Keep in mind, a common feature of a IELTS reading passage is to join strings of ideas to form long compound sentences. This produces large chunks that students have a hard time absorbing. Do not get overwhelmed by its length, just look for the subject and verb, the rest of the ideas will flow.

Keep in mind, having a slow reading speed makes skimming or scanning a reading passage more difficult. The process of quickly skimming through a reading passage for specific keywords or main ideas is a requirement for you to employ successful reading strategies to improve your IELTS reading score. In other words, skimming and scanning are critical skills to ensure you complete all questions in the allotted time frame.
IELTS Reading Strategies
Once you can read and comprehend a passage with a rate of, at least, 220 words per minute, you'll be ready to start implementing our strategies. All too often, students spend too much time reading the passages and not enough time answering the questions. Here is a step by step guide for tackling the reading section.

  1. Step 1: Read questions first

    One of the most common mistakes that candidates make when approaching the reading exam is reading every single word of the passages. Although you can practice for the exam by reading for pleasure, "reading blindly" (reading without any sense of what the questions will ask) will not do you any favors in the exam. Instead, it will hurt your chances for effectively managing your time and getting the best score.

    The main reason to read the questions first is because the type of question may determine what you read in the passage or how you read it. For example, some question types will call for the "skimming" technique, while others may call for the "scanning" technique.

    It is important to answer a set of questions that are of the same question type. You'll need to determine which question type you want to tackle first. A good strategy would be to start with the easier question type and move on to more difficult question types later. The Easiest question types are the ones where you spend less time reading. For example, the Matching Heading question type is an easier one because you only need to find the heading that best describes the main idea of a paragraph. An example of a difficult question type would be Identifying Information. For this question type, you'll need to read each paragraph to find out if each statement is TRUE, FALSE, or NOT GIVEN according to the passage.

    Here is a table that lists the difficulty levels for each question type. Use this table as a reference when choosing which question type you want to tackle first.

    Difficulty level Question Type
    Easy Sentence Completion
    Short answer
    Medium Matching Features
    Multiple choice
    Matching Headings
    Summary, Table, Flow-Chart Completion
    Difficult Matching Sentence Endings
    Matching Information
    Identifying Information (TRUE/FALSE/NOT GIVEN)
    Identifying Viewer's claims (YES/NO/NOT GIVEN)

  2. Step 2: Read for an objective

    After you've read the questions for the passage, you will be able to read for an objective. What does this mean? For example, if you come across a question that includes the year "1896", you can make a note of when this year comes up in the text, using it to answer the question later on. There are two reading techniques that will help you stay on track with reading for an objective. The first one, skimming, is best defined as reading fast in order to get the "gist", or general idea, or a passage. With this technique, you are not stopping for any unfamiliar words or looking for specific details. The second technique, scanning, is best defined as reading for specific information. With this technique, you are not reading for the overall gist, but rather, specific information. Notice how each of these techniques has a specific objective in mind. This will help you find information more quickly.

  3. Step 3: Take notes

    As you're reading for an objective, you should also be making notes on the margins of the passage, placing stars next to key information, or underlining things that you believe will help you answer the various questions. This will make it easier for you to check back when you are asked certain things in the questions. Choose whichever note-taking system is right for you - just make sure you do it!

  4. Step 4: Answer wisely

    After you've read the questions, read the passage, and have taken any appropriate notes, you you should have located the part of the text where you where you need to read carefully. Then just read carefully and think critically to determine the correct answer.

IELTS Reading Question Types

The IELTS reading test contains many different question types:

Matching HeadingsIELTS Reading Lesson: Matching Headings
Matching InformationIELTS Reading Lesson: Matching Information
Matching FeaturesIELTS Reading Lesson: Matching Features
Summary CompletionIELTS Reading Lesson: Summary Completion
Identifying InformationIELTS Reading Lesson: Identifying Information
Identifying Writer's claimsIELTS Reading Lesson: Identifying Writer's claims
Multiple ChoiceIELTS Reading Lesson: Multiple Choice
Short AnswerIELTS Reading Lesson: Short Answer
Match Sentence EndingIELTS Reading Lesson: Match Sentence Ending
Sentence CompletionIELTS Reading Lesson: Sentence Completion
Table CompletionIELTS Reading Lesson: Table Completion
 
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