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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 1-13.

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The thylacine The thylacine, an extinct marsupial also called the Tasmanian tiger, looked rather like a dog at first glance. Its most obvious marking was a set of 13 to 19 dark brown stripes running from the rear of the body onto the tail. Adult males averaged 162.6 cm from nose to tail, while adult...
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Questions 1-5
Complete the notes below.

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

Write your answers in 1-5 on your answer sheet.

The thylacine

Appearance and behaviour

Had a dog-like appearance.

Had stripes running across the body and tail.

Its food was entirely (1).

Probably relied chiefly on (2) while hunting.

Young stayed inside the mother's (3) during their first months.

Decline and extinction

The latest mainland Australian evidence is a 3100-year-old (4).

Dingoes probably helped cause its loss from the Australian mainland.

Loss of (5) and food sources helped cause its Tasmanian decline.

Use "Carnivorous" because it is the exact word used for the thylacine's diet. The supporting sentence says: "Its diet was wholly carnivorous."

Associated Text:
Its diet was wholly carnivorous.

Use "Scent" because the passage says this was the sense most relied on in long chases. The supporting sentence says: "During long-distance pursuit, thylacines probably relied more on scent than on any other sense."

Associated Text:
During long-distance pursuit, thylacines probably relied more on scent than on any other sense.

Use "Pouch" because the passage says the young spent their first months there. The supporting sentence says: "New-born young crawled into the pouch on the mother's belly, attached themselves to one of four teats and stayed there for up to three months."

Associated Text:
New-born young crawled into the pouch on the mother's belly, attached themselves to one of four teats and stayed there for up to three months.

Use "Fossil" because the last mainland evidence is described this way. The supporting sentence says: "The most recent well-dated mainland evidence is a carbon-dated fossil from Murray Cave in Western Australia, around 3,100 years old."

Associated Text:
The most recent well-dated mainland evidence is a carbon-dated fossil from Murray Cave in Western Australia, around 3,100 years old.

Use "Habitat" because the passage names habitat loss as one cause of decline. The supporting sentence says: "These included competition with wild dogs introduced by European settlers, loss of habitat together with the disappearance of prey species, and a distemper-like disease that may also have affected thylacines."

Associated Text:
These included competition with wild dogs introduced by European settlers, loss of habitat together with the disappearance of prey species, and a distemper-like disease that may also have affected thylacines.

Questions 6-13
Do the following statements agree with the information given in the reading passage? In boxes 6-13 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.

6. Considerable numbers of thylacines were killed by humans from the 1830s onwards.

7. Several thylacines were born in zoological parks during the late 1800s.

8. John Gould's forecast about the thylacine surprised some biologists.

9. In the early 1900s, numerous scientists became worried about the possible extinction of the thylacine.

10. T. T. Flynn's plan to relocate captive thylacines on an island proved to be impractical.

11. There were still fair numbers of thylacines in existence when a piece of legislation protecting the species during their breeding season was passed.

12. From 1930 to 1936, the only known surviving thylacines were all in captivity.

13. Efforts to find living thylacine' are now rarely made.

The answer is TRUE because the statement agrees with the passage. The key evidence is: "The sharp decline in Tasmania began in the 1830s and continued for about a century, and is usually linked to the relentless efforts of sheep farmers and bounty hunters with shotguns.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
The sharp decline in Tasmania began in the 1830s and continued for about a century, and is usually linked to the relentless efforts of sheep farmers and bounty hunters with shotguns.

The answer is FALSE because the statement contradicts the passage. The key evidence is: "Only one successful attempt to breed a thylacine in captivity is known, at Melbourne Zoo in 1899.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
Only one successful attempt to breed a thylacine in captivity is known, at Melbourne Zoo in 1899.

The answer is NOT GIVEN because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "The naturalist John Gould anticipated the animal's disappearance in Mammals of Australia, published between 1848 and 1863, writing that its numbers would soon diminish until it, like the wolf of England and Scotland, became an animal of the past.". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
The naturalist John Gould anticipated the animal's disappearance in Mammals of Australia, published between 1848 and 1863, writing that its numbers would soon diminish until it, like the wolf of England and Scotland, became an animal of the past.

The answer is FALSE because the statement contradicts the passage. The key evidence is: "Even so, there seems to have been little public pressure to protect the thylacine, and scientists expressed little concern about its decline during the following decades.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
Even so, there seems to have been little public pressure to protect the thylacine, and scientists expressed little concern about its decline during the following decades.

The answer is NOT GIVEN because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "In 1914, he was worried enough by the animal's scarcity to suggest that some thylacines should be captured and placed on a small island.". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
In 1914, he was worried enough by the animal's scarcity to suggest that some thylacines should be captured and placed on a small island.

The answer is FALSE because the statement contradicts the passage. The key evidence is: "Not until 1929, when the species was on the very edge of extinction, did Tasmania's Animals and Birds Protection Board pass a motion protecting thylacines only during December, believed to be their main breeding season.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
Not until 1929, when the species was on the very edge of extinction, did Tasmania's Animals and Birds Protection Board pass a motion protecting thylacines only during December, believed to be their main breeding season.

The answer is TRUE because the statement agrees with the passage. The key evidence is: "The last known wild thylacine to be killed was shot by a farmer in north-east Tasmania in 1930, leaving only captive specimens.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
The last known wild thylacine to be killed was shot by a farmer in north-east Tasmania in 1930, leaving only captive specimens.

The answer is NOT GIVEN because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "Many expeditions and searches for the thylacine have taken place over the years, but none has produced definite evidence that the species still survives.". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
Many expeditions and searches for the thylacine have taken place over the years, but none has produced definite evidence that the species still survives.

Answer Sheet
1
2
3
4
5
6
7
8
9
10
11
12
13
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
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
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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