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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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Assessing the threat of marine debrisChelsea Rochman, an ecologist at the University of California, Davis, has been examining a bleak question: is the condition of the oceans disastrous, or merely very serious?Rochman works with the marine-debris group at the National Center for Ecological Analysis ...
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Questions 27-33
Do the following statements agree with the information given in the reading passage? In boxes 27-33 on your answer sheet, write

TRUE   if the statement agrees with the information
FALSE   if the statement contradicts the information
NOT GIVEN   if there is no information on this.

27. Rochman and her colleagues were the first individuals to research the problem of marine debris.

28. The creatures most in danger from ocean waste are certain seabirds.

29. The studies Rochman has reviewed have already proved that populations of several birds will soon become extinct.

30. Rochman examined papers on the different kinds of danger caused by ocean trash.

31. The majority of of the research analysed by Rochman and her colleagues was badly designed.

32. One study reviewed by Rochman was expecting to find that mussels were harmed by eating plastic.

33. Several mussels choose to eat plastic in preference to their natural diet.

The answer is FALSE because the statement contradicts the passage. The key evidence is: "But, she argues, those assumed threats had not always been tested, and there was not much information.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
But, she argues, those assumed threats had not always been tested, and there was not much information.

The answer is NOT GIVEN because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "A study might show, for instance, that some seabirds swallow plastic bags and then warn that whole bird populations could be at risk of dying out.". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
A study might show, for instance, that some seabirds swallow plastic bags and then warn that whole bird populations could be at risk of dying out.

The answer is FALSE because the statement contradicts the passage. The key evidence is: "But, she argues, those assumed threats had not always been tested, and there was not much information.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
But, she argues, those assumed threats had not always been tested, and there was not much information.

The answer is TRUE because the statement agrees with the passage. The key evidence is: "For each paper, they identified the threats that scientists had investigated, 366 perceived threats in total, and recorded what the studies had actually found.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
For each paper, they identified the threats that scientists had investigated, 366 perceived threats in total, and recorded what the studies had actually found.

The answer is FALSE because the statement contradicts the passage. The key evidence is: "For each paper, they identified the threats that scientists had investigated, 366 perceived threats in total, and recorded what the studies had actually found.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
For each paper, they identified the threats that scientists had investigated, 366 perceived threats in total, and recorded what the studies had actually found.

The answer is TRUE because the statement agrees with the passage. The key evidence is: "Where they were not confirmed, the group found weaknesses in the design or content of the studies, such as the absence of a control group or the use of faulty statistics, which reduced the reliability of the conclusions.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
Where they were not confirmed, the group found weaknesses in the design or content of the studies, such as the absence of a control group or the use of faulty statistics, which reduced the reliability of the conclusions.

The answer is NOT GIVEN because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "It examined mussels ingesting microscopic plastic bits: the plastic passed from the mussels' stomachs into their bloodstreams and remained there for weeks, but it did not appear to stress the shellfish.". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
It examined mussels ingesting microscopic plastic bits: the plastic passed from the mussels' stomachs into their bloodstreams and remained there for weeks, but it did not appear to stress the shellfish.

Questions 34-39
Complete the notes below.

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

Write your answers in 34-39 on your answer sheet.

Findings related to marine debris

Research suggested the greatest dangers came from:

The main problem was plastic rather than other materials.

Debris pieces that were (34) enough to harm animals.

Limited attention had been paid to (35), such as synthetic-fibre particles.

Weaknesses in the studies reviewed:

Most looked at single animals instead of full (36).

Laboratory (37) of plastic did not always match those found at sea.

Too little was known about how many animals might be affected.

Too little was known about how reduced numbers might affect that species' (38).

Too little was known about wider ecosystem effects.

Rochman says future (39), such as oil-related events, also need more study.

Use "large" because the passage says most dangers involved large pieces of debris.

Associated Text:
Most of the dangers also involved large pieces of debris, for example animals becoming entangled in rubbish or eating it and suffering severe injury.

Use "microplastic" because the passage identifies tiny debris from cosmetics, clothing fibres or eroded fragments as microplastic.

Associated Text:
Most of the dangers also involved large pieces of debris, for example animals becoming entangled in rubbish or eating it and suffering severe injury.

Use "populations" because the passage contrasts studies of individual animals with whole populations.

Associated Text:
Many studies examined an individual animal, or its tissues or cells, rather than whole populations.

Use "concentrations" because the passage says laboratory concentrations of plastic were often higher than ocean levels.

Associated Text:
In laboratory work, scientists also often used higher concentrations of plastic than are usually found in the ocean.

Use "predators" because the passage asks how deaths in one species could affect that animal's predators.

Associated Text:
Such studies do not reveal how many birds, fish or sea turtles may die from plastic pollution, or how deaths in one species could affect that animal's predators and the wider ecosystem.

Use "disasters" because Rochman discusses disasters such as oil spills.

Associated Text:
Usually, researchers do not know precisely how disasters, such as a tanker spilling its whole cargo of oil and polluting large areas of ocean, will affect the environment until after they have occurred.

Question 40
Choose the correct letter, A, B, C or D.

Write your answers in box 40 on your answer sheet.

40. What would be the best title for this passage?

(A) is correct. Choice A matches the question because "Evaluating the threat of marine debris" is the idea supported by the passage evidence: "Numerous studies have raised alarms about marine debris; in a recent article in Ecology, Rochman and her colleagues tried to establish how many of the risks described in those studies were genuine.". The wording may be paraphrased, but it points to the same meaning.

(B) is incorrect. Choice B says "Marine debris: who should be blamed?", but the passage evidence for the correct answer is "Numerous studies have raised alarms about marine debris; in a recent article in Ecology, Rochman and her colleagues tried to establish how many of the risks described in those studies were genuine.". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "A fresh solution to the problem of marine debris", but the passage evidence for the correct answer is "Numerous studies have raised alarms about marine debris; in a recent article in Ecology, Rochman and her colleagues tried to establish how many of the risks described in those studies were genuine.". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "Marine debris: the need for global action", but the passage evidence for the correct answer is "Numerous studies have raised alarms about marine debris; in a recent article in Ecology, Rochman and her colleagues tried to establish how many of the risks described in those studies were genuine.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
Numerous studies have raised alarms about marine debris; in a recent article in Ecology, Rochman and her colleagues tried to establish how many of the risks described in those studies were genuine.

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
Poängsammanfattning
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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