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IELTSGeneral ReadingÖva12

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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 28-40.

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SECTION 3: Questions 23-40 Read the text below and answer Questions 28-40.Research on improving agricultural yields in africaThree programmes are investigating ways of improving agricultural productivity in Redhill.Between now and 2056, more than half of the expected increase in the world population...
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Questions 28-32
Choose the correct letter, A, B, C or D.

Write your answers in boxes 28-32 on your answer sheet.

28. What is the main problem faced by cattle farmers in Ethiopia, according to Professor Wood?

29. When discussing the cultivation of cabbages in Clearwater, the writer says that this crop

30. Fening believed that the new disease destroying cabbages was

31. Fening first suspected that the cabbage disease was caused by a virus because

32. When doing further research in Brookfield, Fening and Carr discovered that

(A) is incorrect. Choice A says "TB is being passed from people to cattle.", but the passage evidence for the correct answer is "The new cattle breeds now being introduced are more vulnerable to bovine TB.". Because Choice A does not express that same idea, it should not be chosen.

(B) is correct. Choice B matches the question because "New cattle breeds have caused an increase in TB." is the idea supported by the passage evidence: "The new cattle breeds now being introduced are more vulnerable to bovine TB.". The wording may be paraphrased, but it points to the same meaning.

(C) is incorrect. Choice C says "The traditional cattle breeds are being affected by TB.", but the passage evidence for the correct answer is "The new cattle breeds now being introduced are more vulnerable to bovine TB.". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "TB has spread into areas where it was previously unknown.", but the passage evidence for the correct answer is "The new cattle breeds now being introduced are more vulnerable to bovine TB.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
The new cattle breeds now being introduced are more vulnerable to bovine TB.

(A) is correct. Choice A matches the question because "was brought in from outside Redhill." is the idea supported by the passage evidence: "Cabbages are not indigenous to Redhill.". The wording may be paraphrased, but it points to the same meaning.

(B) is incorrect. Choice B says "is not consumed much by local people.", but the passage evidence for the correct answer is "Cabbages are not indigenous to Redhill.". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "is not cultivated correctly by many farmers.", but the passage evidence for the correct answer is "Cabbages are not indigenous to Redhill.". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "requires fertiliser and special equipment.", but the passage evidence for the correct answer is "Cabbages are not indigenous to Redhill.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
Cabbages are not indigenous to Redhill.

(A) is incorrect. Choice A says "caused by excessive use of pesticides.", but the passage evidence for the correct answer is "The problem appeared to be associated with heavy infestations of pink and green aphids.". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "also damaging other locally grown vegetables.", but the passage evidence for the correct answer is "The problem appeared to be associated with heavy infestations of pink and green aphids.". Because Choice B does not express that same idea, it should not be chosen.

(C) is correct. Choice C matches the question because "associated with insect attacks on these vegetables." is the idea supported by the passage evidence: "The problem appeared to be associated with heavy infestations of pink and green aphids.". The wording may be paraphrased, but it points to the same meaning.

(D) is incorrect. Choice D says "connected with the emergence of new insect breeds.", but the passage evidence for the correct answer is "The problem appeared to be associated with heavy infestations of pink and green aphids.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
The problem appeared to be associated with heavy infestations of pink and green aphids.

(A) is incorrect. Choice A says "signs of viral disease could be seen on the cabbage leaves.", but the passage evidence for the correct answer is "Sap-sucking insects alone could not explain such destruction.". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "pink and green aphids did not usually attack cabbages.", but the passage evidence for the correct answer is "Sap-sucking insects alone could not explain such destruction.". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "viral diseases damaging vegetables had occurred elsewhere in Redhill.", but the passage evidence for the correct answer is "Sap-sucking insects alone could not explain such destruction.". Because Choice C does not express that same idea, it should not be chosen.

(D) is correct. Choice D matches the question because "aphids would not have produced so much damage to the crops." is the idea supported by the passage evidence: "Sap-sucking insects alone could not explain such destruction.". The wording may be paraphrased, but it points to the same meaning.

Associated Text:
Sap-sucking insects alone could not explain such destruction.

(A) is incorrect. Choice A says "the virus was unknown to them.", but the passage evidence for the correct answer is "The team found that two different viruses were involved.". Because Choice A does not express that same idea, it should not be chosen.

(B) is correct. Choice B matches the question because "two separate viruses were present." is the idea supported by the passage evidence: "The team found that two different viruses were involved.". The wording may be paraphrased, but it points to the same meaning.

(C) is incorrect. Choice C says "the aphids' DNA was more complicated than expected.", but the passage evidence for the correct answer is "The team found that two different viruses were involved.". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "one aphid was more damaging than the other.", but the passage evidence for the correct answer is "The team found that two different viruses were involved.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
The team found that two different viruses were involved.

Questions 33-36
Look at the following Statements (Questions 33-36) and List of Researchers below.

Look at the following statements (Questions 33-36) and the list of researchers below.

Write the correct number A-E in boxes Questions 33-36 on your answer sheet.

NB You may use any letter more than once.
List of Researchers
  1. Oliver Harris
  2. Oliver Harris
  3. Sofia Martin
  4. Henry Wilson
  5. Nadia Bennett

33. A particular crop might make an important contribution to the local economy in one Redhilln country.

34. Trials will be carried out by local people in the country where the research is focused.

35. Different specialists have to work together to ensure the success of a programme.

36. One type of insect attacking plants in Clearwater was formerly unknown there.

Choose B because the passage connects this feature or person with the information in the question. The supporting evidence is: "They have become a major cash crop for Clearwaterian farmers and a valuable source of income.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
They have become a major cash crop for Clearwaterian farmers and a valuable source of income.

Choose D because the passage connects this feature or person with the information in the question. The supporting evidence is: "Students from five Clearwaterian institutions are also being taught the diagnostic methods.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
Students from five Clearwaterian institutions are also being taught the diagnostic methods.

Choose A because the passage connects this feature or person with the information in the question. The supporting evidence is: "The range of expertise is essential.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
The range of expertise is essential.

Choose B because the passage connects this feature or person with the information in the question. The supporting evidence is: "The green aphid species had never before been recorded in Clearwater.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
The green aphid species had never before been recorded in Clearwater.

Questions 37-40
Complete the summary below.

Choose NO MORE THAN TWO WORDS from the text for each answer from the passage for each answer.

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

trypanosomiasis

Trypanosomiasis is a disease caused by a parasite which is passed on by an insect called the (37).The parasite can avoid the host's (38) because it is able to alter the (39). on its outer covering. It is uncommon among humans but has been found in most (40).in Clearwater.

Use "Tsetse fly": the parasite is "carried by the tsetse fly."

Associated Text:
The parasite that causes the disease is carried by the tsetse fly.

Use "Immune system": the parasite avoids the host animal's "immune system."

Associated Text:
It avoids the host animal's immune system.

Use "Proteins": it does this by "changing the proteins in its coat."

Associated Text:
Changing the proteins in its coat.

Use "Cattle": testing found that almost all "cattle in Clearwater" were infected.

Associated Text:
Manful and Carrington therefore began testing cattle in Clearwater.

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
N/A
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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