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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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Section ATV publicity plays a major role in marketing children food and the dominant part of this supports the supposed 'Big Four' of pre-sugared breakfast cereals, soft drinks, candy and flavorful snacks. In the last decade, advertising for fast food spots has rapidly grown. There is also proof tha...
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Questions 1-7
The reading passage has seven sections, A-G.

Choose the correct heading for sections A-G from the list of headings below.

Write the correct number i-xi in boxes 1-7 on your answer sheet.

List of Headings
  1. A number of ways of food promotion influencing children’s diet
  2. How food promotion affects children’s food predilections and their purchase behavior
  3. Next steps to improve the eating habits of children
  4. How television ads dominate children’s food promotion
  5. Establishing the relation between food promotion and diet or obesity
  6. Signals that children notice and enjoy food promotion
  7. The influence of other factors on children’s eating habits
  8. How findings tone down the effect that food promotion has on children
  9. Limitations in studies on food promotion
  10. General points of two sides of views between researchers
  11. How much children really know about food

1. Section A

2. Section B

3. Section C

4. Section D

5. Section E

6. Section F

7. Section G

The answer is iv. Section A discusses how television publicity plays a major role in marketing food to children, especially highlighting specific product categories and mentioning the dominance of television advertising. This matches the heading 'How television ads dominate children’s food promotion'.

Associated Text:
TV publicity plays a major role in marketing children food and the dominant part of this supports the supposed 'Big Four' of pre-sugared breakfast cereals, soft drinks, candy and flavorful snacks.

The answer is xi. Section B focuses on research into whether children learn from food promotion, specifically about their knowledge of what constitutes a healthy diet. This directly corresponds to the heading 'How much children really know about food'.

Associated Text:
In terms of nutritional knowledge, food publicizing appears to have little impact on kids' general perceptions of what makes up a healthy diet, but in certain areas, it does have an impact on more specific types of nutritional knowledge.

The answer is ii. Section C examines how food publicity affects children's food choices and their purchase habits, which matches 'How food promotion affects children’s food predilections and their purchase behavior'.

Associated Text:
A proof also derived from the review explains that food publicity impacts children food choices and their purchase habits. The primary school as a case study, for example, found out that awareness to publicized food influenced which one they professed to like, and another demonstrated that labelling and signage on a vending machine affected what was purchased by secondary school students.

The answer is v. Section D centers on the difficulty of establishing a link between food advertising and diet or obesity, which matches the heading 'Establishing the relation between food promotion and diet or obesity'.

Associated Text:
Comprehensive research is then to be done to prove whether or not a correlation exists between food advertising and diet. This is extremely difficult as it requires research to be done in real world settings.

The answer is x. Section E discusses the contrasting evidence and the challenges researchers face in finding indisputable confirmation, which fits 'General points of two sides of views between researchers'.

Associated Text:
In this manner, the research suggests food publicity is affecting children's diet in various ways. This does not amount to evidence; as noted above, it's difficult for research of this sort to come across indisputable confirmation. Not to mention much research had similar conclusions of not identifying an effect.

The answer is viii. Section F highlights that most research focuses mainly on TV publicity and individual children, downplaying other factors. This aligns with 'How findings tone down the effect that food promotion has on children'.

Associated Text:
Also, two factors suggest that these findings make the effect of food publicity on children less noteworthy. To start with, the research centers primarily around TV publicizing. The summation of this effect accumulated with different types of marketing and advertising is probably going to be more noteworthy. Secondly, the research has mainly focused on the direct effects on individual children and downplay indirect effects.

The answer is iii. Section G proposes the next question to address after their findings, specifically how to use publicity to improve children’s diets, aligning with 'Next steps to improve the eating habits of children'.

Associated Text:
The next question then is, what should be done? and how commercial publicity can help better our children’s diet.

Questions 8-13
Do the following statements agree with the information given in the reading passage? In boxes 8-13 on your answer sheet, write

YES   if the statement reflects the claims of the writer
NO   if the statement contradicts the claims of the writer
NOT GIVEN   if it is impossible to say what the writer thinks about this

8. The impacts of television advertising are less than in the past

9. TV advertising has successfully taught children nutritional knowledge about vitamins and others.

10. There is a clear connection between food advertising and diet related health problems

11. Research has proved that food publicity directly influences what children eat

12. As a result of watching TV advertising adults and children eat more

13. The majority of the research carried out on the effects of food publicity has been directed at television advertising

The answer is YES. In Section A, the text states: 'There is also proof that predominance of television ads has recently begun to wane.' This directly confirms that the impact of television advertising is less than it used to be.

Associated Text:
There is also proof that predominance of television ads has recently begun to wane.

The answer is NO. Section B makes it clear that food advertising has little impact on children's general nutritional knowledge, contradicting the statement that TV advertising has successfully taught children about vitamins and nutrition.

Associated Text:
In terms of nutritional knowledge, food publicizing appears to have little impact on kids' general perceptions of what makes up a healthy diet, but in certain areas, it does have an impact on more specific types of nutritional knowledge.

The answer is NO. Section D notes a suitable connection has been made between TV viewing, diet, obesity and cholesterol levels, but also states it is difficult to attribute this impact directly to advertising. Therefore, there is not a clear connection between food advertising and diet-related health problems.

Associated Text:
A suitable connection has been made concerning TV viewing, diet, obesity and cholesterol levels. However, it is difficult to state, regardless of whether this impact is as a result of publicizing, the stationary factor of TV viewing, or snacking that may happen while viewing.

The answer is NO. Section E states: 'This does not amount to evidence; as noted above, it's difficult for research of this sort to come across indisputable confirmation.' This clearly means research has not proved that food publicity directly influences what children eat.

Associated Text:
This does not amount to evidence; as noted above, it's difficult for research of this sort to come across indisputable confirmation.

The answer is NOT GIVEN. There is no information in the passage about the effect of TV advertising on both adults and children eating more as a result of viewing ads. The passage only refers to children and does not specify adults, so the correct answer is NOT GIVEN.

Associated Text:

The answer is YES. Section F clearly states: 'the research centers primarily around TV publicizing,' which supports that most research on food publicity has focused on television advertising.

Associated Text:
the research centers primarily around TV publicizing.

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
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36
N/A
37
N/A
38
N/A
39
N/A
40
N/A
Підсумок балів
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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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