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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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Forest Management in Pennsylvania, USAManaging low-quality wood, also called low-use wood, for bioenergy can encourage sustainable forest management.Section AThe value of a tree depends on its species, size, form, condition, quality, function and accessibility, as well as on the management aims for ...
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Questions 14-18
The reading passage has seven paragraphs labelled A-G.

Which paragraph contains the following information?

Write the correct letter A-G in boxes 14-18 on your answer sheet.

NB You may use any letter more than once.

14. bad outcomes for a forest when people focus only on its financial return

15. reference to the features of any tree that contribute to its worth

16. mention of the possible use of wood to help run vehicles

17. examples of insects that damage trees

18. an alternative name for trees that produce low-value wood

Choose paragraph B because this paragraph contains the information requested in "bad outcomes for a forest when people focus only on its financial return". The supporting sentence is: "Because of this focus on financial timber value, such trees now compete with higher-value trees, shade desirable regeneration and reduce stand health, making forests more vulnerable to disease and bad weather.". This sentence matches the meaning of the prompt, so paragraph B is the best location.

Associated Text:
Because of this focus on financial timber value, such trees now compete with higher-value trees, shade desirable regeneration and reduce stand health, making forests more vulnerable to disease and bad weather.

Choose paragraph A because this paragraph contains the information requested in "reference to the features of any tree that contribute to its worth". The supporting sentence is: "Forest Management in Pennsylvania, USAManaging low-quality wood, also called low-use wood, for bioenergy can encourage sustainable forest management. Section AThe value of a tree depends on its species, size, form, condition, quality, function and accessibility, as well as on the management aims for a particular forest.". This sentence matches the meaning of the prompt, so paragraph A is the best location.

Associated Text:
Forest Management in Pennsylvania, USAManaging low-quality wood, also called low-use wood, for bioenergy can encourage sustainable forest management. Section AThe value of a tree depends on its species, size, form, condition, quality, function and accessibility, as well as on the management aims for a particular forest.

Choose paragraph C because this paragraph contains the information requested in "mention of the possible use of wood to help run vehicles". The supporting sentence is: "Wood can also be gasified to make electricity and can be converted into liquid fuels such as ethanol and gasoline for lorries and cars.". This sentence matches the meaning of the prompt, so paragraph C is the best location.

Associated Text:
Wood can also be gasified to make electricity and can be converted into liquid fuels such as ethanol and gasoline for lorries and cars.

Choose paragraph E because this paragraph contains the information requested in "examples of insects that damage trees". The supporting sentence is: "Forests face pests and pathogens such as hemlock woolly adelgid, Asian longhorned beetle, emerald ash borer and gypsy moth.". This sentence matches the meaning of the prompt, so paragraph E is the best location.

Associated Text:
Forests face pests and pathogens such as hemlock woolly adelgid, Asian longhorned beetle, emerald ash borer and gypsy moth.

Choose paragraph B because this paragraph contains the information requested in "an alternative name for trees that produce low-value wood". The supporting sentence is: "Some people call these trees junk trees, and they are widespread in Pennsylvania.". This sentence matches the meaning of the prompt, so paragraph B is the best location.

Associated Text:
Some people call these trees junk trees, and they are widespread in Pennsylvania.

Questions 19-21
Look at the following Purposes (Questions 19-21) and List of cuts below.

Look at the following purposes and the list of cuts below.

Write the correct number A-C in boxes Questions 19-21 on your answer sheet.

NB You may use any letter more than once.
List of cuts
  1. Timber Stand Improvement Cut
  2. Salvage Cut
  3. Shelterwood Cut

19. To take out trees that are diseased.

20. To produce income across a number of years.

21. To create a forest whose trees are similar in age.

Choose B because the passage connects this feature or person with the information in the question. The supporting evidence is: "A Salvage Cut reduces the number of sick trees and tries to limit the future spread of a pest problem, while leaving vigorous trees that survived the outbreak.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
A Salvage Cut reduces the number of sick trees and tries to limit the future spread of a pest problem, while leaving vigorous trees that survived the outbreak.

Choose C because the passage connects this feature or person with the information in the question. The supporting evidence is: "It can also create a two-tier forest, giving two harvests and spreading income over a decade or more.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
It can also create a two-tier forest, giving two harvests and spreading income over a decade or more.

Choose C because the passage connects this feature or person with the information in the question. The supporting evidence is: "It leaves a young forest in which all trees are at a similar stage of growth.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
It leaves a young forest in which all trees are at a similar stage of growth.

Questions 22-26
Complete the sentences below.

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

Write your answers in 22-26 on your answer sheet.

Some dead wood is removed to avoid the possibility of(22)

The(23)from the tops of cut trees can help improve soil quality.

Some damaged trees should be left, as their(24)provide habitats for a range of creatures.

Some trees that are small, such as(25)are a source of food for animals and insects.

Any trees that are(26).should be left to grow, as they add to the variety of species in the forest.

Use "Fire" because it is the exact word or phrase from the passage. The supporting sentence says: "Thinning and removing dense or dead wood for fire prevention also produce low-use wood."

Associated Text:
It can also create a two-tier forest, giving two harvests and spreading income over a decade or more.

Use "Nutrients" because it is the exact word or phrase from the passage. The supporting sentence says: "The tops of felled trees should remain on the site so that their nutrients cycle back into the soil."

Associated Text:
Some low-use material should stay in place: the tops of felled trees should remain on the site so that their nutrients cycle back into the soil.

Use "Cavities" because it is the exact word or phrase from the passage. The supporting sentence says: "Trees with many cavities provide essential habitats for insect predators such as woodpeckers, bats and small mammals."

Associated Text:
Trees with many cavities provide essential habitats for insect predators such as woodpeckers, bats and small mammals.

Use "Hawthorn" because it is the exact word or phrase from the passage. The supporting sentence says: "Not every small tree is low-use either; for example, hawthorn provides food for wildlife."

Associated Text:
Not every small tree is low-use either; for example, hawthorn provides food for wildlife.

Use "Rare" because it is the exact word or phrase from the passage. The supporting sentence says: "Finally, rare tree species should also be left in the forest because they add to its structural diversity."

Associated Text:
Finally, rare tree species should also be left in the forest because they add to its structural diversity.

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
15
16
17
18
19
20
21
22
23
24
25
26
27
N/A
28
N/A
29
N/A
30
N/A
31
N/A
32
N/A
33
N/A
34
N/A
35
N/A
36
N/A
37
N/A
38
N/A
39
N/A
40
N/A
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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