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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 Read the text below and answer Questions 28-40.The nursery that took all the children's toys awayDo toys stifle children's creativity? One Oakbridge nursery decided to find out. Sarah Jewell reports.Children are enthusiastic consumers, especially when toys are involved. Even with overflowi...
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Questions 28-30
Choose the correct letter, A, B, C or D.

Write your answers in boxes 28-30 on your answer sheet.

28. What does Brookfield criticise about nurseries in the third paragraph?

29. When talking about danger, Brookfield suggests that teachers may have to

30. How did the children feel about getting their toys back?

(A) is incorrect. Choice A says "the amount of time children spend there", but the passage evidence for the correct answer is "hurried from one organised activity to another too often". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "the number of disputes children have there", but the passage evidence for the correct answer is "hurried from one organised activity to another too often". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "the shortage of physical space for children's play there", but the passage evidence for the correct answer is "hurried from one organised activity to another too often". Because Choice C does not express that same idea, it should not be chosen.

(D) is correct. Choice D matches the question because "the degree of organisation children are exposed to there" is the idea supported by the passage evidence: "hurried from one organised activity to another too often". The wording may be paraphrased, but it points to the same meaning.

Associated Text:
hurried from one organised activity to another too often

(A) is incorrect. Choice A says "learn how to lessen it.", but the passage evidence for the correct answer is "teachers have to trust the children". Because Choice A does not express that same idea, it should not be chosen.

(B) is correct. Choice B matches the question because "alter their response to it." is the idea supported by the passage evidence: "teachers have to trust the children". The wording may be paraphrased, but it points to the same meaning.

(C) is incorrect. Choice C says "investigate what causes it.", but the passage evidence for the correct answer is "teachers have to trust the children". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "decide when to avoid it.", but the passage evidence for the correct answer is "teachers have to trust the children". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
teachers have to trust the children

(A) is incorrect. Choice A says "They were eager to get them back.", but the passage evidence for the correct answer is "pleased to have the toys back, but they also knew they had enjoyed themselves without them". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "They had not anticipated getting them back.", but the passage evidence for the correct answer is "pleased to have the toys back, but they also knew they had enjoyed themselves without them". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "They had become uninterested in getting them back.", but the passage evidence for the correct answer is "pleased to have the toys back, but they also knew they had enjoyed themselves without them". Because Choice C does not express that same idea, it should not be chosen.

(D) is correct. Choice D matches the question because "They felt two ways about getting them back." is the idea supported by the passage evidence: "pleased to have the toys back, but they also knew they had enjoyed themselves without them". The wording may be paraphrased, but it points to the same meaning.

Associated Text:
pleased to have the toys back, but they also knew they had enjoyed themselves without them

Questions 31-35
Look at the following Statements (Questions 31-35) and List of People below.

Look at the following statements (Questions 31-35) and the list of people below.

Write the correct number A-E in boxes Questions 31-35 on your answer sheet.

NB You may use any letter more than once.
List of People
  1. Brookfield
  2. Brookfield
  3. Elke Schubert
  4. Klaus's father
  5. Elsa Davies

31. Those children who aren't part of the project have poorer social skills than those who are.

32. One goal of the project is to enable children to express both agreement and disagreement.

33. One excess of toys can lead to irritation in a child.

34. People working in education might fail to appreciate the importance of children deciding themselves how to fill their time.

35. Initially, the employees at the nursery found it hard to allow the children to do whatever they wanted to do.

Choose C because the passage connects this feature or person with the information in the question. The supporting evidence is: "fit into groups more easily and communicate better than children who do not join the project". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
fit into groups more easily and communicate better than children who do not join the project

Choose A because the passage connects this feature or person with the information in the question. The supporting evidence is: "able to say both “yes” and “no”". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
able to say both “yes” and “no”

Choose D because the passage connects this feature or person with the information in the question. The supporting evidence is: "leaves him much less frustrated". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
leaves him much less frustrated

Choose E because the passage connects this feature or person with the information in the question. The supporting evidence is: "play freely chosen by the child". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
play freely chosen by the child

Choose B because the passage connects this feature or person with the information in the question. The supporting evidence is: "difficult to stand back and let the children be". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
difficult to stand back and let the children be

Questions 36-40
Complete the summary below.

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

Write your answers in 36-40 on your answer sheet.

The 'nursery without toys' project

On the first day of the project, a video shows that the children at the nursery seemed unsure in the empty (36) because it contained no toys. The next day, they used tables, blankets and (37). as supports for a den. The excitement of doing this changed their mood and resulted in a lot of noise and activity.

According to Brookfield, once they had adapted to the new approach, they began to make up (38) and do shows. They might have imagined being in the (39)., for example, or travelling on a train. All these activities taught them how to (40).

Use "Classroom" because the video shows the children in a "large, empty classroom".

Associated Text:
large, empty classroom

Use "Shoes" because they held blankets in place with "shoes".

Associated Text:
holding them in place with shoes

Use "Games" because the children began inventing "games".

Associated Text:
began inventing games

Use "Circus" because they pretended to be in a "circus".

Associated Text:
pretending to be in a circus

Use "Socialize/socialize" because they were learning how to "socialize".

Associated Text:
learning how to socialize

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
分數總覽
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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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