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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 14-26.

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The growth of bike-sharing schemes around the worldA The first concept for a city bike-sharing programme appeared on a summer day in Amsterdam in 1965. It was created by Provo, a Dutch group of activists who hoped to transform society. They saw the Witte Fietsenplan, or White Bicycle Plan, as a resp...
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Questions 14-18
The reading passage has seven paragraphs labelled A-G. Which paragraph contains the following information?

A B C D E F G
14. a description of how individuals misused a bike-sharing scheme done
15. an explanation of why a proposed bike-sharing scheme was rejected done
16. a reference to an individual being unable to profit from their work done
17. an explanation of the possible savings a bike-sharing scheme would bring done
18. a reference to the issues a bike-sharing scheme was intended to solve done

Choose paragraph E because this paragraph contains the information requested in "a description of how individuals misused a bike-sharing scheme". The supporting sentence is: "The system was vulnerable to vandalism and theft.". This sentence matches the meaning of the prompt, so paragraph E is the best location.

Associated Text:
The system was vulnerable to vandalism and theft.

Choose paragraph C because this paragraph contains the information requested in "an explanation of why a proposed bike-sharing scheme was rejected". The supporting sentence is: "According to Schimmelpennink, councillors argued that the bicycle belonged to the past and that the car represented the future.". This sentence matches the meaning of the prompt, so paragraph C is the best location.

Associated Text:
According to Schimmelpennink, councillors argued that the bicycle belonged to the past and that the car represented the future.

Choose paragraph F because this paragraph contains the information requested in "a reference to an individual being unable to profit from their work". The supporting sentence is: "He said it was wonderful that this had happened, but financially he did not benefit from it because he never filed for a patent.". This sentence matches the meaning of the prompt, so paragraph F is the best location.

Associated Text:
He said it was wonderful that this had happened, but financially he did not benefit from it because he never filed for a patent.

Choose paragraph C because this paragraph contains the information requested in "an explanation of the possible savings a bike-sharing scheme would bring". The supporting sentence is: "His calculations showed that, for each person and each kilometre travelled, a white bicycle would cost the municipality only 10% of its contribution to public transport.". This sentence matches the meaning of the prompt, so paragraph C is the best location.

Associated Text:
His calculations showed that, for each person and each kilometre travelled, a white bicycle would cost the municipality only 10% of its contribution to public transport.

Choose paragraph A because this paragraph contains the information requested in "a reference to the issues a bike-sharing scheme was intended to solve". The supporting sentence is: "They saw the Witte Fietsenplan, or White Bicycle Plan, as a response to the perceived threats of air pollution and consumerism.". This sentence matches the meaning of the prompt, so paragraph A is the best location.

Associated Text:
They saw the Witte Fietsenplan, or White Bicycle Plan, as a response to the perceived threats of air pollution and consumerism.

Questions 19-20
Choose two letters A-D.

Which TWO of the following statements are made in the text about the Amsterdam bike-sharing scheme of 1999?

(A) is incorrect. The Dutch Ministry of Transport showed interest; the passage does not say it initially resisted the 1999 scheme.

(B) is correct. The scheme could not continue after Postbank abandoned the chip card and the business partner lost interest.

(C) is correct. Schimmelpennink says changed attitudes and greater environmental awareness helped make the new scheme possible.

(D) is incorrect. The passage does not mention attention from various bicycle designers.

Associated Text:
Molenaar called the card pivotal to the system; continuing would have required another payment system, but the business partner had lost interest.

(A) is incorrect. The Dutch Ministry of Transport showed interest; the passage does not say it initially resisted the 1999 scheme.

(B) is correct. The scheme could not continue after Postbank abandoned the chip card and the business partner lost interest.

(C) is correct. Schimmelpennink says changed attitudes and greater environmental awareness helped make the new scheme possible.

(D) is incorrect. The passage does not mention attention from various bicycle designers.

Associated Text:
He said attitudes had changed: people had become more environmentally conscious, and the Danish experiment had shown that bike-sharing was genuinely possible.

Questions 21-22
Choose two letters A-E.

Which TWO of the following statements are made in the text about Amsterdam today?

(A) is incorrect. The passage says people want cities not dominated by cars, not that most residents want all cars excluded.

(B) is incorrect. Schimmelpennink remains optimistic, so the passage does not say another scheme is unlikely.

(C) is incorrect. The passage gives bicycles a 38% share but does not compare this with every other transport mode.

(D) is correct. Underground users often need extra transport to reach their final destination.

(E) is correct. Amsterdam is described as one of the world's two most cycle-friendly capitals.

Associated Text:
Schimmelpennink disagrees that this removes the need for sharing: people using the underground do not carry bicycles with them, but often need extra transport to reach their final destination.

(A) is incorrect. The passage says people want cities not dominated by cars, not that most residents want all cars excluded.

(B) is incorrect. Schimmelpennink remains optimistic, so the passage does not say another scheme is unlikely.

(C) is incorrect. The passage gives bicycles a 38% share but does not compare this with every other transport mode.

(D) is correct. Underground users often need extra transport to reach their final destination.

(E) is correct. Amsterdam is described as one of the world's two most cycle-friendly capitals.

Associated Text:
Today 38% of trips in Amsterdam are made by bicycle, and the city, together with Copenhagen, is considered one of the world's two most cycle-friendly capitals.

Questions 23-26
Complete the summary below.

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

The first urban bike-sharing scheme

The first bike-sharing scheme was the idea of the Dutch group Provo. The people who belonged to this group were (23). They were concerned about damage to the environment and about (24) and believed that the bike-sharing scheme would draw attention to these issues. As well as painting some bikes white, they handed out (25) that condemned the use of cars. However, the scheme was not a great success: almost as soon as Provo placed the bikes in the city, the (26).removed them. According to Schimmelpennink, the scheme was intended to be symbolic. The idea was to get people thinking about the issues.

Use "activists" because the passage describes Provo as a Dutch group of activists.

Associated Text:
It was created by Provo, a Dutch group of activists who hoped to transform society.

Use "consumerism" because Provo saw the scheme as a response to air pollution and consumerism.

Associated Text:
They saw the Witte Fietsenplan, or White Bicycle Plan, as a response to the perceived threats of air pollution and consumerism.

Use "leaflets" because Provo handed them out to warn people about cars.

Associated Text:
In central Amsterdam they painted a small number of second-hand bicycles white and handed out leaflets warning about the dangers of cars and encouraging people to ride the white bikes.

Use "police" because they removed the white bikes soon after they appeared.

Associated Text:
The police objected to Provo's actions and removed the white bikes almost as soon as they appeared around the city.

Answer Sheet
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Riepilogo punteggi
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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