Step 1:

IELTS Reading test format

Let's first look at some key facts about the IELTS
Reading test.
 The Reading test is the second module of
the IELTS test.
 It lasts one hour.
 There are three reading passages - of
general interest for a non-specialist audience,
taken from magazines, books, and newspapers.
 The three passages contain approximately 2,750 words.
This means that each reading passage is between 700-900
words and is 6-10 paragraphs long.
 The passages get progressively more difficult.
 There are 40 questions.
You will be given a Question Booklet containing the reading
passages and the questions. You can make marks (underline,
circle, make notes) in your Question Booklet. However, you
should write your answers directly on your Answer Sheet
because you will not be given extra time to transfer them at the
end of the Reading Test. You will be given a separate Answer
Sheet..

Timing
Remember - you have only one hour to do the
Reading test. You are advised to spend no
more than 20 minutes on each passage.
Answer as many questions as you can. Your
answers will be marked incorrect if you leave
them blank, so if you cannot find the right
answer - guess!
You are not allowed to use a dictionary in the IELTS test, so you
should practise doing your timed readings without a dictionary.

The Question Booklet

The reading passages
 There are three reading passages in the
test.
 They are of general interest for a non-
specialist audience.
 They are taken from magazines, books, journals and
newspapers.
 If they contain any technical terms, these are explained in
a simple glossary at the end of the text.
 The three passages contain approximately 2,750 words.
This means that each reading passage is between 700-900
words and is 6-10 paragraphs long.
 Each reading passage has 12-14 questions.

Timing
Remember - you have only one hour to do the Reading test.
You are advised to spend no more than 20 minutes on each
passage.
Answer as many questions as you can. Your answers will be
marked incorrect if you leave them blank, so if you cannot find
the right answer - guess!

The Answer Sheet

The Reading test Answer Sheet is on one side of an A4 piece
of paper. On the other side is the Listening test Answer Sheet.
Click on the thumbnail below to see a sample Reading test
Answer Sheet.
You can see that there are spaces for 40 answers.
You should write your answers in the longer spaces next to the
numbers. You should not write in the spaces with the or
symbols. These spaces are used for marking your Answer
Sheet.
You should write your answers in pencil. Click on the thumbnail
below to see a sample Answer Sheet with answers.

Writing your answers on the Answer Sheet

Remember that you don't have time at the end of the Reading
test to transfer your answers to your Answer Sheet (unlike the
Listening test). You must write your answers on your Answer
Sheet as you do the test. When you write your answers, it is
very important that you do the following:
 Write your answers on the correct line. In other words,
make sure that you write your answer for Question 1 on
the line for Question 1.

 Spell correctly and check the grammar in your answers.

You lose marks if you misspell a word or if you put a word
in the wrong grammatical form. For example: if the answer
 is a verb (e.g., complete) don't write the word in its noun
form (e.g., completion, completing).

 Follow the instructions - for example, if the instructions

are:
Choose NO MORE THAN THREE WORDS from the
passage for each answer
Your answer will be marked incorrect if you use more
than three words.

Assessment of the IELTS Reading test

The total number of correct items on your Answer Sheet (out of

the total 40) is then converted into an IELTS Band Score
between 0-9, with Band 9 being native-speaker level. Reading
test Band Scores come in whole Bands (e.g., 5.0 or 6.0) and
half Bands (e.g., 5.5 or 6.5).
Review quiz

Now that you have been introduced to the format,

content and assessment of the Reading test, why not
take this short quiz to see how much you remember!

1 How long does the Reading test last?

45 minutes
50 minutes including 10 minutes to transfer your answers
60 minutes

2 How many reading passages are there?

1
2
3

3 How many questions are there in each passage?

 10
10-12
12-14

4 How long are you advised to spend on each passage?

20 minutes
25 minutes
30 minutes

5 Where do the reading passages come from?

Specialist journals
Magazines, books and newspapers
The Internet

6 You can make notes on your Question Booklet or highlight or

underline parts of the text if you like.
True
False

7 You should write your answers on your Answer Sheet as you do the
Reading test.
True
False

8 You should write your answers on the Answer Sheet in pencil.

True
False

9 If you are not sure of an answer, you should guess. Don't leave a
question unanswered.
True
False
10 You will lose marks if you misspell a word or write the wrong
grammatical form.
True
False

11 You can use your dictionary to check the meaning of words you
are not sure of.
True
False

Summary
This brings us to the end of Step 1. In this step, you have learnt
about:
 the format and content of the Reading test
 the assessment of the Reading test.
In Step 2, we will look at the different question types used in
the IELTS Reading test.
Step 2: Question Types

Introduction
Welcome to Step 2!
In Step 1, you were given a general introduction to the IELTS Reading test. In
Step 2, we will look at the different types of questions that are used in the test.

Outcomes
By the end of Step 2, you will be able to:
 identify the different question types

Recognize the reading skills needed to answer these question

types.

Question types
The question types can be classified under four groups, based
on the reading skills required to answer them:
 Overview questions
 Specific Information questions
 Summary Completion questions
 Viewpoint questions.
Let's now look at the different question types in each group,
and the reading skills they test.

1 Overview Questions
Overview questions test your understanding of the main
ideas of the whole reading passage or paragraphs in the
passage.
The Overview question types used in the IELTS Reading test
are:
 Matching Paragraph Headings questions
 Multiple Choice Paragraph Headings questions
Let's start by looking at the most common Overview question
type - Matching Paragraph Headings.

Matching Paragraph Headings questions

Matching Paragraph Headings questions test your
understanding of the main idea of paragraphs. Let's look at an
example question, based on the reading passage Culture and
Learning.
Example

Questions 1-8
The reading passage has eight paragraphs
labelled A-H.
Choose the correct heading for each paragraph
from the list of headings below.
i. Cultural differences in writing styles
ii. Primary and secondary school education
iii. Implications for overseas students
iv. Academic writing styles
v. International languages
vi. Variation within cultures
vii. Variations in subjects taught
viii. Tertiary education
ix. Cultural variation in learning between cultures
x. Changes in the British education system

1 Paragraph A
2 Paragraph B
3 Paragraph C
4 Paragraph D
5 Paragraph E
6 Paragraph F
7 Paragraph G
8 Paragraph H

Note that you are given ten possible headings (i-x) for
the eight paragraphs (A-H) in the passage. It is common in the
IELTS Reading test to have more paragraph headings than
questions.
Note also that it is common that not all of the paragraphs of
the passage will require headings. Look at the example below.
Here you are asked to match paragraph headings with only four
of the eight paragraphs in the passage.

Note how the main idea of each paragraph matches the

paragraph heading.
You will practice Matching Paragraph Headings questions in
more detail in Step 4.

Multiple Choice Paragraph Headings questions

The main idea of the paragraphs could also be tested using
Multiple Choice questions, such as the example below. Here
you need to choose the most appropriate paragraph heading
for a paragraph from a list of three or four choices.
Example

Question 1
Choose the correct letter A, B, C, or D.
1 Which of the following headings is the most
appropriate for Paragraph A?
A Cultural differences in writing styles
B Variations in subjects taught
C Cultural variation in learning between cultures
D Tertiary education
Note that this type of question is the same as Matching
Paragraph Headings, but it is in a different format.
Now let's move on to look at another group of question types
common in the Reading test - Specific Information questions.

2 Specific Information questions

Specific Information questions are used to test your ability to
locate or identify particular details in the reading passage.
These details could be such basic pieces of information as
names, dates and places. However, the details are usually more
complex ideas.
The question types that are used to test your ability to identify
these details are:
 Multiple Choice questions
 Short Answer questions
 Sentence Completion questions
 True/False/Not Given questions
 Information Location questions
  Diagram/Flow Chart/Table Completion questions.
Let's start by looking at the first of these question types,
Multiple Choice.

Multiple Choice questions

Multiple Choice questions ask you to choose the correct answer
from a list of three or four choices. We will look at three
examples of multiple choice questions:
 Standard Multiple Choice
 Modified Multiple Choice - two answers for one question
 Modified Multiple Choice - one question for two answers

Standard Multiple Choice questions

Standard Multiple Choice questions are the most typical form of
Multiple Choice questions used in the IELTS test with one
question and four possible answers.
Example 1 - Standard Multiple Choice questions

Question 4
Choose the correct letter A, B, C, or D.
4 Which description best describes Esperanto?

A a language which is similar to Chinese

B an old Latin language
C a language which was created as an
international language
D a language which is used for radio
broadcasts

Question 5
Choose the correct letter A, B, C, or D.
5 In what country has Esperanto had the most
influence?
A Brazil
 B China
C Japan
D Poland
Modified Multiple Choice questions
Modified Multiple Choice questions are a little different to the
Standard Multiple Choice questions we have just looked at.
They are used only occasionally in the test but you should know
how to answer them. Look at the two types of Modified Multiple
Choice questions below.
Example 2 - Modified Multiple Choice questions: Two
answers for one question
This type of Modified Multiple Choice question asks you
to choose TWO answers for ONE question. Look at the
example question and answer below.
Question 6
Choose TWO letters A - F.
6 Which TWO countries mentioned in the
passage use Esperanto?

A Poland
B Japan
C Israel
D Germany
E England
F Brazil

To get this answer correct, you must write both letters (B and
F) in the space for Question 6 on your answer sheet.

If one of the answers you choose is correct, but the other is

incorrect (for example, B and D), the answer will be marked
incorrect.
Example 3 - Modified Multiple Choice questions: One
question for two answers
This type of Modified Multiple Choice question asks you
to choose TWO answers (e.g., Question 7 and 8) for ONE
question. Look at the example question and answer below.
 Question 7-8
Choose TWO letters A - F.
Which TWO countries mentioned in the passage
use Esperanto?

A Poland
B Japan
C Israel
D Germany
E England
F Brazil

To get this answer correct, you must write one letter in the
space for Question 7 on your Answer Sheet and the other letter
in the space for Question 8. It doesn't matter what order you
write the two letters.

Short Answer questions

For Short Answer questions, you are asked to write an answer
of between one and four words. Look at the following
example questions on the passage Esperanto and pay close
attention to the instructions.
Example

Questions 9-10
Answer the questions below using NO MORE
THAN THREE WORDS for each answer.
9 What is Esperanto used for in China?
........................................
10 What is very regular about Esperanto?
........................................
It is very important that you read the instructions carefully for
Short Answer questions to check the word limit. For Questions
9 and 10, the word limit is three words. This means that you
can write one, two or three words, but you cannot write more
than three words. If you do, the answer will be marked
incorrect, even if your answer is correct!

For Short Answer questions, you need to take the

words directly from the passage. Don’t use different words
and don’t paraphrase (i.e., say something in your own words or
in a different way).

Sentence Completion questions

Sentence Completion questions test your ability to find details
to complete a sentence. There are two
types of Sentence Completion questions:
 filling in the blank space in a
sentence
 matching one half of a sentence to
the other half.
Let’s now look at examples of these two
types of Sentence Completion questions.

Questions 11-12
Answer the questions below using NO MORE
THAN THREE WORDS for each answer.

Esperanto is used for 11 in

China

12 is very regular in Esperanto.

11 The correct answer is (many) translations or a monthly
magazine. This answer is correct with or without the word
‘many’ because it is not a key word for the answer. The key
word is ‘translations’.
12 The correct answer is Spelling or spelling. The answer is
the first word of the sentence, so you should use a capital (big)
letter ‘S’. However, if you don’t, it’s OK. The answer will not be
incorrect.

For the other type of Sentence Completion question, you need

to match one half of a sentence to the other half. Let’s look at
an example.

Now let's look at another Specific Information question type -

True/False/Not Given.

True/False/Not Given questions

True/False/Not Given questions ask you to decide
if specific information is:
 true according to the information in the
passage
 false according to the information in the
passage
or
 not mentioned in the passage

Example

Questions 15-18
Do the following statements agree with the
information given in the passage? Write:

TRUE if the statement agrees with the

information

FALSE if the statement contradicts the

 information

NOT if there is no information on this

GIVEN

Look at the instructions for True/False/Not Given questions and

pay close attention to the key words in these instructions.
The key words in these instructions are:
TRUE agrees with = the statement gives the same
information as is in the passage

FALSE contradicts the statement gives different or

= opposite information as is in the
passage

NOT GIVEN no the information in the statement

information = is
not mentioned in the passage
Candidates usually find NOT GIVEN questions the hardest
because the information in these questions is often very similar
or related to details in the passage. However, similar
to and related to do not mean the sameand different
(opposite). In other words, you should decide that a
True/False/Not Given question is not given if:
 the question presents information that is not
mentioned in the passage
 the question presents information that is mentioned in the
passage but is not clearly the same as or not clearly
opposite to the information in the passage.

Now let’s practise doing some True/False/Not Given questions.

Activity - True/False/Not Given questions

Read the following True/False/Not Given questions

carefully. Then read the two paragraphs from the
passageMigrant Labour and decide if the questions are True,
False or Not Given according to the information in the
paragraphs.
 Migrant Labour
A Migrant workers, those workers who move repeatedly in
search of economic opportunity, typically perform society’s
temporary jobs. The migrant’s low-paid work includes
‘stooped labour’ like cultivating crops, menial services such
as cleaning public rest rooms, ‘sweatshop’ work such as
making apparel and assembly-line factory work like putting
together computer parts. Migrant workers are
often pivotal for economic growth.
B Until the twentieth century most migrant labour was
internal. For example, generations of former slaves from the
southern parts of the United States annually followed the
crops north. Recently, however, most migrant labour in
Europe and America has been external – that is, workers
from other countries.

Information Location questions

Information Location questions test your ability to do two
things:
 locate specific information in the passage
 identify the type of information it is.
Let’s look at what we mean by ‘the type of information’.
Information Location questions begin
with key words such as the ones below:
 a  a
descri prediction
ption.. ...
.  a
 an recomme
accou ndation...
nt ...  a cause ...
 an  an
expla effect...
nation  a problem
... ...
 an  a
exam solution ...
ple ...  a
  a
definition..
.
 a comparison ...
reason ...
 an
analysis
This means that you need to find the information in the
passage and then identify that it is the type of
information specified in the question, for example, a
description, an explanation, an example, etc. We will call such
words as description, explanation, example, etc. location
words for Information Location questions, since they tell us
what type of information to look for in the reading passage.
Let’s now look at some examples of Information Location
questions.
Example
Look at the four Information Location questions below.
The location word is in bold.
Questions 19-22
The reading passage has two
paragraphs A and B.
Which paragraph contains the following
information?
19 an explanation of where migrant labour in
America comes from now
20 a definition of migrant workers
21 examples of work that migrant workers do
22 an account of former slave migrant
laborers in the U.S.

Now let's practise answering these Information Location

questions.

Activity - Information Location questions

Read Paragraphs A and B of Migrant Labour again and answer
the Information Location questions. Click on A or B to indicate
in which paragraph the information can be located.
Migrant Labour
A Migrant workers, those workers who move repeatedly in
search of economic opportunity, typically perform society’s
temporary jobs. The migrant’s low-paid work includes
‘stooped labour’ such as cultivating crops, menial services
such as cleaning public rest rooms, ‘sweatshop’ work such as
making apparel and assembly-line factory work like putting
together computer parts. Migrant workers are often pivotal for
economic growth.
B Until the twentieth century most migrant labour was
internal. For example, generations of former slaves from the
southern parts of the United States annually followed the
crops north. Recently, however, most migrant labour in
Europe and America has been external – that is, workers
from other countries.

19 An explanation of where migrant labour in America comes from

now
A
B

20 A definition of migrant workers

A
B

21 Examples of work that migrant workers do

A
B

22 An account of former slave migrant labourers in the U.S.

A
 B
19 The last sentence of Paragraph B explains where most
migrant labour comes from now: ‘Recently, … most migrant
labour in Europe and America has been external.'
20 The first sentence of Paragraph A defines migrant workers
as 'those workers who move repeatedly in search of economic
opportunity.'
21 The second sentence of Paragraph A gives examples of
the work that migrant workers do, e.g., ‘stooped labour’ (such
as cultivating crops), 'menial services' (such as cleaning public
rest rooms), 'sweatshop work' (such as making apparel) and
'assembly-line factory work' (such as putting together computer
parts).
22 An account is an explanation or report of something that
has happened. The second sentence of Paragraph B gives an
account of how former slaves migrated from the south to the
north to tend crops.

Let's now look at the last three types of Specific Information

questions - Diagram, Table or Flow Chart Completion questions.

Diagram, Table or Flow Chart Completion questions

Diagrams, tables and flow charts are drawings or notes about
information in the reading passage. You should complete them
by finding the missing information (words and/or numbers)
from the reading passage.
Let's look at an example of Diagram Completion questions first.
Example - Diagram Completion questions
You can see a diagram of a pyramid below, which is partially
labelled. Look at the diagram carefully and read the
instructions. Then read the paragraph from the passage Food
Pyramid and click on the Check button to see the answers.

Questions 28-30
Label the diagram using NO MORE THAN THREE WORDS AND
/OR A NUMBER from the passage for each answer.
B The food pyramid conceived of in the 1980s by the Department of
Agriculture conveyed the message that people should avoid fatty
foods and should eat more carbohydrates such as bread, cereal,
rice and pasta. Therefore, carbohydrates formed the base of the
food pyramid with six to 11 servings a day being ideal. The next
most important food group was fruit and vegetables, with the
former requiring three to five servings a day and the latter two to
four servings. After fruits and vegetables, they recommended that
people each just two to three servings of both dairy and meats and
fish a day. The smallest portion of the pyramid, the top, goes to
fats, oils and sweets, which should be eaten sparingly.
Answers
28 six to 11 / 6 to 11 / six to eleven / 6-11
29 fruit
30 dairy
The instructions give you a word limit of three words and/or a
number.
Note that with all Completion questions your answer should
come directly from the passage. Do not change the form of
words in your answer (e.g., fruit, not fruits) and do not add
words that are not in the passage (e.g., dairy not dairy
products).

Now let’s look at an example of Table Completion questions.

Table Completion questions

Look at the example Table Completion questions below for the
same passage, Food Pyramid. Click on the Check button to see
the answers.
Example - Table Completion questions
If you would like to see the passage again, click on the button
below.
Food Pyramid
B The food pyramid conceived of in the 1980s by the
Department of Agriculture conveyed the message that people
should avoid fatty foods and should eat more carbohydrates
such as bread, cereal, rice and pasta. Therefore,
carbohydrates formed the base of the food pyramid with six
to 11 servings a day being ideal. The next most important
food group was fruit and vegetables, with the former requiring
three to five servings a day and the latter two to four
servings. After fruits and vegetables, they recommended that
people each just two to three servings of both dairy and
meats and fish a day. The smallest portion of the pyramid, the
top, goes to fats, oils and sweets, which should be eaten
sparingly.

Questions 28-30
Complete the table using NO MORE THAN
THREE WORDS AND/OR A NUMBERfrom the
 passage for each answer.

Number of
Food Group
Servings

Carbohydrates 28 ..................

29 .................. 3 to 5

Vegetables 2 to 4

30 .................. 2 to 3

Meat and fish 2 to 3

Fats, oils and

Use sparingly
sweets

28 six to 11 / 6 to 11 / six to eleven / 6-11

29 Fruit
30 Dairy

For Table Completion questions it is important to look at the

headings in the table to guide you in your reading. In this case,
the table headings are Food Group and Number of
Servings.
Note that when numbers are the answers you can write them
in numerical form (2, 3, 4, etc.) or in word form (two, three,
four, etc.).

Finally, let's look at the last type of Specific Information

questions - Flow Chart completion questions.

Flow Chart Completion questions

Flow charts are used to summarise a process that is explained
in the passage.
Look at the example Flow Chart Completion questions below for
the reading passage The American Education System. Click on
the Check button to see the answers.
Example - Flow Chart Completion questions
If you would like to see the passage, click on the button below.
The American Education System
A Most children in America start their school days in pre-school
when they are about three and a half or four years old. Once
they reach five, they enter kindergarten, which is considered
the first year of primary school. Primary school continues on
from first grade up to sixth grade, when the children are 12.
After sixth grade, the students advance to junior high school
which consists of either two to three years. The remaining
three to four years is devoted to high school. Students
graduate from high school at around 18 years old, having
completed 12th grade. Before they can continue on to
university, they have to take a standardised test called the
SAT (Standard Aptitude Test). Being accepted to the
university of their choice depends not only on their grades
and involvement in extracurricular activities at high school
but also on the results of the SAT. Of course some students
decide not to continue on to higher education after high
school and opt for work instead. They also have the option of
leaving school at the age of 16 after their second year of high
school.

Questions 28-30
Complete the flow chart using NO MORE THAN
THREE WORDS from the passage for each
answer.

Enter pre-school for 1-2 years

Begin kindergarten which lasts 1 year

 Have attended 28................... for 6 years

Join junior high school for 2-3 years

Be in high school until the end

of 29 ...................

Start work 30 ...................

Go to university

Have 6 years of 28 ... primary school ...

Be in high school until the end of 29 ... 12th grade ...
30 ... Take (the) SAT ...

This is the last question type for Specific Information questions.

You will have more practice with Specific Information questions
in Step 5.

Now let's move on to look at another group of question types

common in the Reading test - Summary Completion questions.

3 Summary Completion questions

Summary Completion questions are another group of questions
that test your ability to locate and identify particular
details in the reading passage.
There are two types of Summary Completion questions:
  questions with a box of possible answers
(i.e., you choose answers from a box of possible answers)
 questions without a box of possible answers
(i.e., you find the appropriate word or expression from the
reading passage).
For these two types of Summary Completion questions, you will
be given a one-paragraph summary of either the whole
reading passage or a part of the passage. In the summary,
there are a number of blank spaces (blanks) that show where
there are words missing. You will then have to choose the most
appropriate word or word groups that belong in the blank
spaces. The instructions will tell you the word limit, from one to
four words.
Let's first look at Summary Completion questions with a box of
possible answers.

Summary Completion questions with a box of possible answers

Look at the example below.
Questions 31-34
Complete the summary below using words from
the box.
31 ................... determines what and how
people learn. In some countries, students are
asked to work 32 .................. and to ask
questions while in other countries, these
practices would not be encouraged. Students of
the same culture might even experience
different teaching and learning practices. While
younger students are required to do a good deal
of memorisation in primary and secondary
schools, they are asked to do
more 33 ................... when they enter
 university. In terms of writing proficiency,
research has shown that being a good writer in
one language doesn’t mean a person will be a
good writer in another language, despite their
good level of 34 .....................

 diversity  alone
 language  competence
proficiency  study
 culture  analytical
 in groups thinking

Note that there are more possible answers (eight) than the
number of questions (four). Most of the possible answers are
nouns and some are adjectives.

Now let's practise answering these Summary Completion

questions.
Activity - Summary Completion questions with a
box of possible answers

Now let’s do the Summary Completion questions which

we have just looked at. Read an extract from the
passage Culture and Learning then match the most appropriate
answers from the box to Questions 31-34.
Culture and Learning
A Every culture has its own distinctive conventions regarding
what should be learned and how learning should take place.
In one culture, students may be encouraged to work with their
classmates, while in another culture this activity may be
prohibited. In some societies, students are discouraged from
asking questions, while in others they may be required to do
so.
B Diversity exists not only between cultures, but also within a
single culture. In most British primary and secondary
schools, for example, the teacher is the primary provider of
required information and rote learning plays an important
role in the acquisition of this information. However, when
these students proceed to university, they face a new set of
 academic norms and expectations. Although memorisation
is still required, much more emphasis is placed on the
critical evaluation of learning and independent research.
C The analysis of writing by students from different cultures
suggests that the thinking and writing processes is a culture-
specific phenomenon. The ability to write well in one
language does not necessarily guarantee an equivalent
competence in another language, no matter what an
individual’s grammatical proficiency is in that language.
Because most researchers seem to agree that writing and
thinking are culture-specific, there have been several
attempts to create profiles of different thinking and writing
styles for different cultures.

Questions 31-34
Complete the summary below using words from
the box.
31
Select...
determines what and how
people learn. In some countries, students are
asked to work 32
Select...
and to ask questions while in
other countries, these practices would not be
encouraged. Students of the same culture might
even experience different teaching and learning
practices. While younger students are required
to do a good deal of memorisation in primary
and secondary schools, they are asked to do
more 33
Select...
when they enter university. In
terms of writing proficiency, research has shown
that being a good writer in one language
doesn’t mean a person will be a good writer in
another language, despite their good level
of 34
 Select...

 diversity  alone
 language proficiency  competence
 culture  study
 in groups  analytical thinking

31 Culture. You can find the answer in the first sentence of

the passage. ‘Every culture has its own distinctive conventions
regarding what should be learned and how learning should take
place.’
32 in groups. You can find the answer in the second sentence
of Paragraph A. The term in groups has a similar meaning
to 'with their classmates'.
33 analytical thinking. You can find the answer in the last
sentence of Paragraph B. Analytical thinking is a rephrase
of 'critical evaluation'.
34 language proficiency. You can find the answer in the
second sentence of Paragraph C. 'Language proficiency' has
the same meaning as 'grammatical proficiency'.

Now let's look at Summary Completion questions without a

box of possible answers.

Summary Completion questions without a box of possible

answers
The second type of Summary Completion question is more
difficult because it doesn’t give you a box of possible answers.
This means that you have to find the appropriate word or words
from the passage.
It is very important that you complete the blank spaces for the
summary with the exact words from the reading passage.
In other words, you shouldn’t change the words from the
passage to fit the summary.
Look at the Summary Completion questions below. Read the
extract from Culture and Learning, then click on
the Check button to see the answers.
Example
Culture and Learning
A Every culture has its own distinctive conventions regarding
what should be learned and how learning should take place.
In one culture, students may be encouraged to work with
their classmates, while in another culture this activity may
be prohibited. In some societies, students are discouraged
from asking questions, while in others they may be required
to do so.

B Diversity exists not only between cultures, but also within

a single culture. In most British primary and secondary
schools, for example, the teacher is the primary provider
of required information and rote learning plays an
important role in the acquisition of this information.
However, when these students proceed to university, they
face a new set of academic norms and expectations.
Although memorisation is still required, much more
emphasis is placed on the critical evaluation of learning
and independent research.

C The analysis of writing by students from different cultures

suggests that the thinking and writing processes is a
culture-specific phenomenon. The ability to write well in one
language does not necessarily guarantee an equivalent
competence in another language, no matter what an
individual’s grammatical proficiency is in that language.
Because most researchers seem to agree that writing and
thinking are culture-specific, there have been several
attempts to create profiles of different thinking and writing
styles for different cultures.

Questions 31-34
Complete the summary using NO MORE THAN
THREE WORDS from the passage for each
answer.
 31 ................... determines what and how
people learn. In some countries, students are
asked to work 32 .................... and to ask
questions while in other countries, these
practices would not be encouraged. Students of
the same culture might even experience
different teaching and learning practices. While
younger students are required to do a good deal
of memorisation in primary and secondary
schools, they are asked to do
more 33 .................... when they enter
university. In terms of writing proficiency,
research has shown that being a good writer in
one language doesn’t mean a person will be a
good writer in another language, despite their
good level of 34 ............................
31 Culture
32 with their classmates
33 independent research
34 grammatical proficiency

Note that the summary is exactly the same as in Example 1.

However, the answers are slightly different. This is because for
this type of Summary Completion question you need to take
the answer directly from the reading passage.

It is very important to pay attention to the instructions that set

the word limit at one word, two words and even four words.
However, three words is the usual word limit.

4 Viewpoint questions
Viewpoint questions are used to test your ability to recognise
the writer’s opinion on a topic in the passage. The IELTS
Reading test uses this question type to test your ability
to distinguish fact from opinion.
A fact is a piece of information that has been discovered or
proved true. The following statements
are facts:
1. Children in Germany start learning
English at the age of seven.
2. Over 20% of Australia’s population
is foreign-born.
3. We all need water to survive.
An opinion is a statement that reflects a
person’s individual viewpoint on a topic.
Opinions or viewpoints are often based on facts, which is why
some readers find it difficult to distinguish between fact and
opinion. Also, most writers and speakers don’t put 'I think' in
front of every opinion they give. This means that as a reader,
you need to look for other words that help to indicate a
personal opinion.
The following statements are opinions based on the above
facts. The words that show the writer’s opinion are in bold:
1. Germans are very good speakers of English.
2. Australia has a good balance of different cultures in its
society.
3. Free bottled water should be given to students in
schools.
The question types that are used to test your understanding of
the writer’s viewpoints are:
 Yes/No/Not Given questions
 Matching Viewpoint questions
 Multiple Choice Viewpoint questions
Let’s now look at these question types and see how they test
your understanding of the writer’s opinion in the passage.
Yes/No/Not Given questions
Yes/No/Not Given questions are similar to
True/False/Not Given questions because
you need to decide if the statement is:
 correct according to what is written
in the passage
 incorrect according to what is
written in the passage
 not mentioned in the passage.
However, Yes/No/Not Given questions usually refer to
the writer’s opinion on topics, while True/False/Not
given questions refer to facts in the passage. Look at the
instructions for Yes/No/Not Given questions below.
Example
Do the following statements agree with the views of the writer? Write:

YES if the statement agrees with the views of the

writer

NO if the statement contradicts the views of the

writer

NOT GIVEN if it is impossible to say what the writer thinks

about this

35 It is easy to describe what libraries are.

36 It is difficult to determine the future of libraries.
37 Libraries have become much more technologically advanced.

You can see that the instructions ask you to decide if the
statements agree with the views of the writer.
The other key words you should notice in these instructions
are:
YES agrees with = the statement gives the
same opinion as that of the
 writer

NO contradicts the statement gives

= a different or oppositeopinion
from that of the writer

NOT GIVEN impossible to the statement is not related to

say = the writer’s views or is not
mentioned in the passage

You can use the following abbreviations when you write your
answers on your Answer Sheet. This will save you time and is
acceptable for the IELTS test.
YES = Y

NO = N

NOT GIVEN = NG

Now let's practise answering these Yes/No/Not Given questions.

Activity - Yes/No/Not Given questions

Look at the Yes/No/Not Given questions below and read

the extract from the passage Libraries. Then click on
the button next to each correct answer.
Libraries
A Libraries are quite difficult to define. If you ask most
people to define a library, they will probably say that it is a
building with a lot of books. Strictly speaking, a library
does not have to be a building; it can be a room, or indeed
any area where material is kept. Linda Evans, a librarian at
Central University who has written articles on the
development and the future of libraries, maintains that the
concept of a library is becoming more abstract since so
much information is available on the Internet. Considering
 this point, therefore, a library is not merely a collection of
books, journals, newspapers, CD-ROMs, audio-visual
materials and so on. To be more accurate, we can say that
a library is a collection of information or material.

B It is difficult to predict the future of libraries. Our basic

concept of libraries will almost certainly, it would appear,
change dramatically in that we will not think of them or
access them as physical places, which is the prevailing
concept at the moment. But beyond that, it is difficult to
predict both usage patterns and preferred systems of data
recording and retrieval. Evans, on the other hand, believes
the future for libraries is fairly clear: libraries will exist in
computers and not in buildings.

Questions 35-37
Do the following statements agree with the
views of the writer? Click on:

YES if the statement agrees with the

views of the writer

NO if the statement contradicts the

views of the writer

NOT if it is impossible to say what the

GIVEN writer thinks about this

35 It is easy to describe what libraries are.

YES
Let's now look at Matching Viewpoint questions.

Matching Viewpoint questions

Matching Viewpoint questions ask you to match a person's
name to their opinion (viewpoint). Look at the example below
and read the extract from the passage Libraries. Then click on
the Check button to see the answers.
Example
Libraries
A Libraries are quite difficult to define. If you ask most people
to define a library, they will probably say that it is a building
with a lot of books. Strictly speaking, a library does not have
to be a building; it can be a room, or indeed any area where
material is kept. Linda Evans, a librarian at Central
University who has written articles on the development and
the future of libraries, maintains that the concept of a
library is becoming more abstract since so much information
is available on the Internet. Considering this point,
therefore, a library is not merely a collection of books,
journals, newspapers, CD-ROMs, audio-visual materials and
so on. To be more accurate, we can say that a library is a
collection of information or material.
B It is difficult to predict the future of libraries. Our basic
concept of libraries will almost certainly, it would appear,
change dramatically in that we will not think of them or
access them as physical places, which is the prevailing
concept at the moment. But beyond that, it is difficult to
predict both usage patterns and preferred systems of data
recording and retrieval. Evans, on the other hand, believes
the future for libraries is fairly clear: libraries will exist in
computers and not in buildings.

Questions 38-40
Look at the following people and the list of opinions
below.
Match each person with the viewpoint that they express.
38 Libraries will no longer be physical places but will be
accessed by computers in the future.
39 Libraries are more than just the books and other
resources in them.
40 The Internet has changed what libraries are and how
we perceive them.

A The writer
B Linda Evans

38 The correct answer is B. You can find the answer in the last
sentence of Paragraph B: '... libraries will exist in computers
and not in buildings.'
39 The correct answer is A. You can find this answer in
Paragraph A: '...a library is not merely a collection of books,
journals, newspapers, CD-ROMs, audio-visual material and so
on.'
40 The correct answer is B. You can find this answer in
Paragraph A: '...the concept of a library is becoming more
abstract since so much information is available on the Internet.'
Let's now look at Multiple Choice Viewpoint questions.

Multiple Choice Viewpoint questions

Look at the following example of a Multiple Choice Viewpont question and
read the extract from the passage Libraries.
Example
Libraries
A Libraries are quite difficult to define. If you ask most
people to define a library, they will probably say that it is a
building with a lot of books. Strictly speaking, a library
does not have to be a building; it can be a room, or indeed
any area where material is kept. Linda Evans, a librarian at
Central University who has written articles on the
development and the future of libraries, maintains that the
concept of a library is becoming more abstract since so
much information is available on the Internet. Considering
this point, therefore, a library is not merely a collection of
books, journals, newspapers, CD-ROMs, audio-visual
materials and so on. To be more accurate, we can say that
a library is a collection of information or material.

B It is difficult to predict the future of libraries. Our basic

concept of libraries will almost certainly, it would appear,
change dramatically in that we will not think of them or
access them as physical places, which is the prevailing
concept at the moment. But beyond that, it is difficult to
predict both usage patterns and preferred systems of data
recording and retrieval. Evans, on the other hand, believes
the future for libraries is fairly clear: libraries will exist in
computers and not in buildings.

Question 40
Choose the correct answer A, B, C or D.
40 Which statement best summarises the
writer’s view on the future of libraries?
 A It is easy to imagine what libraries will
be like in the future.
B It is difficult to imagine how people will
use libraries and how they will access
information in libraries in the future.
C There will be no libraries in the future.
D Libraries will continue to exist in
buildings.

40 You can find the answer in the third sentence of Paragraph

B when it says '.it is difficult to predict both usage patterns and
preferred systems of data recording and retrieval.'

Summary
This brings us to the end of Step 2. In this step, you have learnt
how to:
 recognise and identify the different question types
 recognise the reading skills needed to answer these
question types.
Specifically, we have looked at the four groups of question
types. These are summarised below.
Overview questions
 Matching Paragraph Headings
 Multiple Choice Paragraph Headings
Specific Information questions
 Multiple Choice questions
 Short Answer questions
 Sentence Completion questions
 True/False/Not Given questions
 Information Location questions
 Diagram/Flow Chart/Table Completion questions
Summary Completion questions
 with a box of possible answers
 without a box of possible answers
Viewpoint questions
 Yes/No/Not Given questions
 Matching Viewpoint questions
  Multiple Choice Viewpoint questions

Before we move on to the next step, let’s see how much you
can remember about the different question types! Take a few
minutes to take the short review quiz on the next page.
Question type review quiz

Read the following quiz questions and select the most

appropriate answer (A , B or C ) under each question.
First, try to answer the questions without looking back at this
step. After you have answered as many questions as you can,
you can then look back through the step to find the answers
you don’t know.
1 What reading skill do Overview questions test?
A reading for details
B reading for the main idea
C reading for opinion

2 What reading skill do Specific Information questions test?

A reading for details
B reading for the main idea
C reading for opinion

3 What reading skill do Summary Completion questions test?

A reading for details
B reading for the main idea
C reading for opinion

4 What reading skill do Viewpoint questions test?

A reading for details
B reading for the main idea
C reading for opinion
5 Matching Paragraph Headings test your understanding of
A the main idea each paragraph
B details in each paragraph
C opinions in each paragraph.

6 For Matching Paragraph Headings, you can write the Roman

numeral (i-x) on the Answer Sheet. You do not need to write the full
heading. For example, for the answer ii. cultural differences in
writing styles , you can just write ii.

A True
B False

7 Summary Completion questions test your ability to find

A the main ideas of the passage
B details in the passage
C opinions in the passage.

8 For Yes/No/Not Given and True/False/Not Given questions, you don’t

need to write the full words on your Answer Sheet. For example, for
the answer Yes, you just write Y.
A True
B False

9 If you write T instead of Y for a Yes answer, the answer will still be
correct.
A True
B False

10 For Summary Completion questions without a box of possible

answers, the answer you choose should come directly from the
reading passage. You will not need to change the form of the words
when you write your answer.
A True
 B False
Well done! You have completed the Review Quiz for Step 2,
Question Types. If you had problems with any of the 10 Review
Questions, you may wish to review this step.

In Step 3, we will look at the reading skills you need to

understand an IELTS reading passage.
Step 3:

Skimming, Scanning & Reading intensively for detail

Introduction
Welcome to Step 3!
In Step 2, you learnt about the different question types in the
IELTS Reading test. In this step, you will learn about three very
important reading skills which will help you read effectively
during the test: skimming, scanning and reading
intensively for detail.

Outcomes
In this step, you will:
 learn the purpose of skimming, scanning and reading
intensively for detail
 learn how to skim, scan and read intensively for detail
 practise skimming, scanning and reading intensively for
detail.

Skimming, scanning and reading intensively for detail

Skimming
 You do this quickly before you read the questions.
 It gives you an OVERVIEW of the passage so you can
understand the main idea.
 You are not trying to answer any of the IELTS questions at
this time.
Scanning
 You do this quickly after you have read the
questions.
 You are trying to LOCATE specific information to
answer a question.
Reading intensively for Detail
 You do this after you have scanned and located the
specific information.
  You do this more slowly to be able to UNDERSTAND the
information to ANSWER a question.

Let’s look at each of these reading skills in detail.

Skimming
Why do you skim in the IELTS Reading test?
For the IELTS Reading test, you need to skim a reading passage
first to get an overview of a paragraph or passage quickly.
Skimming an IELTS reading passage should take only three to
four minutes.
Once you have skimmed and identified the main idea of each
paragraph, you will find it much easier to scan (to locate
specific information) and read intensively for detail (to
understand detail to answer the question).
How do you skim?
To skim, let your eyes move quickly across and
down each paragraph of the passage. To do this,
you might use a pencil to guide you. Do not try
to understand every word, as the purpose of
skimming is to understand the main idea.
Often, but not always, the first sentence of each paragraph is
the topic sentence. The topic sentence introduces the topic of
the paragraph, so you need to slow down and read it more
carefully. Slow down again when you find information related to
the first sentence or topic sentence, but skim quickly over any
information that does not seem related.
To skim effectively, you first need to understand the basic
structure of a paragraph, as this will give you a better idea
of how to locate the main idea and supporting details in a
paragraph.
Click here to check your understanding of paragraph
structure.
Paragraph Structure
Each paragraph contains one main idea related to the topic of
the passage. This is introduced in the topic sentence which is
usually, but not always the first sentence of the paragraph.
The information in the topic sentence helps you form your idea
of what the paragraph is about, that is, the main idea. The
other sentences in the paragraph are called supporting
sentences because they support the main idea by adding
information or by giving evidence or examples to explain the
main idea.
Therefore, while you are skimming it is important to read the
topic sentence of each paragraph slowly. You can then speed
up when you skim the rest of the paragraph to note the
supporting details and/or examples
Let’s analyse the following paragraph from a passage Culture
and Learning. Some words and phrases have been underlined
to help you reco

Paragraph A Structure
(1) Every culture has its own (1) Topic sentence: The
distinctive words 'culture' and 'learning'
conventions regarding what relate to the topic of the
should be learnedand how passage. The words 'own
learning should take distinctive conventions' give
place. (2)These conventions information about the topic.
form a largely unquestioned From the topic sentence, we
base to the culture’s systems form the idea that the
of primary, secondary and paragraph is about 'how each
tertiary education. (3) In one culture has its own
culture, students may be conventions about learning.'
encouraged to collaborate (2) Supporting idea: states
with their fellow students, why cultures have these
while in another culture this conventions about learning.
activity may be (3) Example 1. Compares
prohibited. (4) In some cultures in regard to the
societies, students are convention of student
discouraged from asking collaboration.
questions, while in others (4) Example 2. Compares
they may be required to do cultures in regard to the
so as part of their formal convention of asking
assessment. (5) In some questions.
countries, a university (5) Example 3. Compares
lecturer provides students cultures in regard to the
with all the information that convention of providing
they are required to learn; in information to students.
others, students are required
to collect data independently.

What is the process of skimming?

Skimming is a skill that seems unnatural to some students at
first. You need to practise it as often as possible by following
the process outlined below.
First, you need to look at the title of the passage to predict
what the passage is about. Then you can skim each
paragraph to get the main idea.
Looking at the title
Before you skim the passage, you need to see if there is a title.
Not all IELTS reading passages have titles, but most do. The title of
the passage has key words that will help you to identify the topic of
the passage. Once you know the topic, you can predict what the
passage might be about. To do this:

Look at the title of the passage

Underline the key words to identify the topic of the

passage

Predict what the passage is about

Skimming each part/paragraph

For shorter texts in parts (Sections 1 and 2)

Step 1
Read the first sentence or find the topic sentence of
the paragraph and underline key words

Step 2
 Read quickly and underline key words or
ideas in each part.

Step 1
 Form an idea of what the main idea of the
paragraph is, based on the key words of the topic
sentence.

Step 2
 Skim the rest of the paragraph. Underline key
words that are related to the main idea from the
topic sentence.

Step 3
 Circle other important information such
as people, places, time expressions or
numbers. This type of information is often an
answer to a question, and circling it makes it easier
to locate.

Step 4
  Write down a few words next to each paragraph
to help you remember what the main idea of the
paragraph is.

Demonstrating the skimming process

It is important to remember that when you skim during the
IELTS test, you do it quickly. However, because you need to
understand the process of skimming, you will be doing the
following exercises more slowly than you will in the test.
To skim a passage, you need to:
 look at the title to predict what the passage is about (the
topic)
 practise the four-step skimming process to get the main
idea of each paragraph.
Let's first look at how to use the title to make a prediction, then
skim each paragraph of the passage.
Looking at the title
Let's look at Jemima, an IELTS teacher, demonstrate the
process of predicting what the passage is about by looking at
the title of the passage The Use of Comics in Education.
If you would like to see the passage on screen, click on the
button below. Alternatively, you can look at the passage in your
workbook.
The Use of Comics in Education
A Comics, or something very like them, have been used for
instruction for thousands of years. Sequential or serial art -
a series of pictures which tell a story - has a history almost
as long as that of mankind itself. Prehistoric cave paintings
from areas such as Lascaux in France show simple stories
in which a hunter successfully brings down his prey.
Before the invention of writing, drawing was the only way
in which the story of a hunting success, or any other story,
could be recorded. Later generations could learn of the
achievements of their ancestors from the paintings, which
may have been used as an aid to oral storytelling.
B Much later, after the invention of writing, sequential art
continued to be used for the instruction of those among
the population who were illiterate. Carved or painted
friezes (bands of graphic decoration) accompanied written
inscriptions in ancient Egyptian temples, so that those who
could not read could understand and participate in
religious rituals; the interior walls of many medieval
cathedrals and churches in Europe were covered with
painted squares depicting religious stories - again, so that
the illiterate could ‘read’ them. This type of art can be
regarded as one of the forerunners of the modern comic
book.

C Comic strips and books first appeared in the 19th century.

For a long time, they were regarded as a hindrance to
education. It was believed that comics would in some way
destroy a child’s ability to concentrate on writing without
illustrations. It was also widely believed that comics
promoted the use of substandard language and bad
spelling, therefore hindering a child’s reading
development. These attitudes were probably strengthened
by a reaction against the violent element found in some
comics, but they extended even to those with the most
harmless subject material – animal stories, for example, or
even the ‘classic’ comics of the 1960s and 70s, based on
stories from Shakespeare or other ‘high culture’ authors.
Many educators and parents believed that the latter were
especially harmful in that, by providing a shortcut to the
classics, they prevented young people from tackling the
real thing. Catherine L. Kouns, the Marketing Director of
Warp Graphics, a company which produces comics, states
that ‘Comics were regarded as one of the lowest forms of
life on the scale of literary evolution’. Dr Elaine Millard of
the University of Sheffield believes that 'this view arises
from the fact that all comics are created from the
interaction of images, which are dominant, with a small
amount of text. Critics regard reading comics as “looking
at pictures” which they equate with a lack of literacy in
children.'

D In recent times, some educators have been rethinking

 former attitudes to comics, and have been exploring them
as a possible aid in fighting illiteracy. The Wisconsin
Literacy Network advocates the use of comics to teach
where other methods have been unsuccessful. They state
that comics are a way to motivate children who might not
otherwise want to read, as they provide minimal text
accompanied by illustrations, humour and references to
daily life. The network views them as a valuable aid in
helping to build vocabulary, and as a source of information
on environmental, political, social and historical topics. Dr
Elaine Millard agrees. In a paper entitled 'Comics and
Reading Choices', (Millard and Marsh 2001), she discusses
a project in which comic lending libraries were set up in
schools. Teachers whose students participated in the
project reported that 'the children loved it. It was really
motivating for them.' Feedback from children made it clear
that the use of comics involved family members who
might not otherwise have become involved in the reading
process. This was especially the case when the child was
male and had been identified as a weak reader. Fathers
and older brothers showed active interest in the children's
reading, which encouraged the children to view reading as
a worthwhile activity which received male approval.

E Some owners of publishing companies which produce

comics have been quick to recognize the commercial
potential of this new attitude on the part of educators. Gail
Burt, owner of Metropolis Comics, states 'I am deeply
committed to literacy and (to) establishing a good
foundation for children to become good readers...Comics
are no longer just about superheroes; there are literate,
interesting stories for all ages and all readers.'

F The use of comic books in education has extended well

beyond the area of literacy. For a number of years now,
educational projects have been built around them.
Professor Jim Kakalios of the University of Minnesota has
used comic books such as Superman and Spiderman to
teach first-year students the fundamentals of physics.
'Rather than presenting the physics as it's normally done
in a traditional course, we introduce it through problems
 that present themselves in comic books', Professor
Kakalios states. Other projects have used specially-
produced comic books. Following the success of the four-
volume set The Japanese Economy for Beginners, the
Japanese Government has used similar comic books to
explain its White Papers on the Economy; in the
Philippines, comics have been extensively used to inform
the people on health and the environment, and in other
countries such as Thailand, Malaysia and Nepal,
governments have distributed comics designed to
promote social issues. It seems that comics have come
some distance towards regaining the original educational
purpose of their distant ancestors.

Example
Step 1
Look at the title of an The Use of Comics in
example IELTS reading Education
passage.

Step 2
Underline the key The Use of Comics i
words to identify the n Education
topic of the passage. The words 'use',
'comics' and
'education' are
the key words that tell us the
topic of the passage.
 Step 3
Predict what the We can predict
passage is about. from the key
words, 'use',
'comics',
'education' that
the general topic of this
passage is comics and
education. We now know
that the main idea of each
paragraph should answer
different questions about
comics and education.
Therefore, while you are
skimming you should try to
find the main idea of each
paragraph by asking
yourself wh- and how quest
ions related to the
topic comics and
education.
 who uses/used comics
in education
 how comics are/were
used in education
 when comics are/were
used in education
 why comics are/were
used.

Skimming each paragraph

Before you practise skimming Paragraph A of The Use of
Comics in Education let’s quickly look at the basic
structure of Paragraph A. This will help you understand how to
identify the key words while you are skimming.

Step 1
  Read the first sentence or find the topic sentence of
the paragraph and underline key words.

The most important wo

the words that give info
paragraph is about - e.
Paragraph A 'for thousands of yea
Comics, or something very like them, have You can underline the
been used for instruction for thousands of words('comic'
years. Sequential or serial art – a series of
pictures which tell a story – has a history almost
as long as that of mankind itself. Before the
invention of writing, drawing was the only way
in which the story of a hunting success, or any
other story, could be recorded.

Step 2
 Form an idea of what the main idea of the
paragraph is, based on the key words of the
topic sentence.

The main idea To form an idea of the main idea

of Paragraph A of the paragraph, you need to
could be how ask
comics have yourself who, what, why, when
been used for , where, or how questions
instruction in related to the key words in the topic
education for sentence. Look at how I did this.
thousands of
years. instruction: I thought of the question
word how. e.g., ‘How
comics were used for
instruction in education

for thousands I thought of the question

 of years: word how long e.g., ‘How
long comics have been
used in education’.

That is what made me think that the main

idea of Paragraph A could be how comics
have been used for instruction in
education for thousands of years.

Step 3
 Skim the rest of the paragraph. As you are
skimming, underline key words that
are related to the main idea from the topic
sentence.
 Circle other important information such
as people, places, time expressions or
numbers. This type of information is often an
answer to a question, and circling it makes it
easier to locate.

The words you

underline should
support the main
idea or give
examples of how
comics have been used for
instruction. So, you can see
that I found the
following examples of how
comics (or serial art) were
used for instruction:
 'drawing' – 'story of a
hunting success'
 'cave paintings' – 'simple
stories',
 'paintings' – 'aid to
storytelling'.
 I also circled the following:
time Before the
expressio invention of
n: writing

'Lascaux', 'Franc
place:
e'

Note that you do not have

to underline all these
words, but whatever you
underline should give you
an idea of the main
supporting points or
examples. The most
important thing to remember
is to read actively.

Step 4
 Write down a few words next to each paragraph to help
you remember what the main idea of the paragraph is.

Write words next to or

above the paragraph
that will help you to
remember the
important ideas in the
paragraph. There are no right or
wrong answers here. You can
see that I wrote:

The words you write next to the

paragraph could be:
 question words (how long?
what ... used for?).
 words from the
 passage (instruction,
thousands of years)
 part of a sentence (comics
used for instruction for
thousands of years).

Time yourself. Try to skim the passage in three to four minutes.

When you have finished, click on the Student Notes button to compare how
you skimmed the passage with how Anthony skimmed the passage. Anthony’s
answer is a good example of how to skim this passage. You may have
underlined or circled different words, which is fine. However, notice the words
Anthony underlined as they are important.

Scanning
What is scanning?
Scanning is a reading skill that is used to locate specific
information, words or phrases quickly in order to answer a
question, whereas skimming is used to get an overview so
you can understand the main idea of a paragraph or
passage.
Scanning is a reading skill that is used when you have a specific
word or phrase in your mind that you want to locate quickly in a
text. As your eyes move quickly over the passage, the word or
phrase you have in your mind will catch your eye. You might
like to use a pencil or your finger to guide you.
Why do you scan?
In everyday life, you may scan:
 a phone book - to find a specific
name to get a telephone number
 a menu - to find your favorite dish.
In the IELTS Reading test, you scan a
passage for two purposes.
1. To find answers to Short Answer
questions. In this question type we scan for key words
in the question and for the specific
information needed to answer the question. The specific
information could be:
o names to answer a question beginning “Who...?”
o places to answer a question beginning “ Where...?”
o dates to answer a question beginning “When...?”
o numbers to answer a question beginning “How
much...?” “ How many...?” “How long ...?”
o other information to answer a question beginning
“What...?”
Note that the reason we can scan for these answers is
that they are short - one or two word answers.
2. For all other Specific Information question types, to
locate where an answer is in the passage. In other
question types, you scan for a specific phrase or key
word (or words with a similar meaning) from the question.
When you find this key word or phrase in the passage, you
can then read intensively for detail to get an answer.

1. The scanning process for Short Answer questions

The following three-step process can be followed to scan for an
answer to a Short Answer question.
Step 1
 Identify the key words in the question. These
words indicate what you need to scan for.
 Underline them.
  Keep them in your mind.

Step 2
 Scan the passage for the key words (or words
with similar meaning) from the question.
 When you locate these key words (or words
with similar meaning) in the
passage, circle them.

Step 3
 Read the sentence(s) with the key words to find
the answer.

Demonstrating the process of scanning to answer a Short Answer question

Let’s look at an example Short Answer question for the passage The Use of
Comics in Education. This is the same passage that you skimmed earlier in this
step.
Example

Question 1
 Answer the following question using NO MORE
THAN THREE WORDS for each answer.
1 Where can prehistoric cave paintings be
found?
......................................................
Let's now use the three-step scanning process below to answer Question 1.
Click on the Teacher's Notesbutton for an explanation of how each step of the
process is done.
Step 1
 Identify the key words in the question. These
words indicate what you need to scan for.
 Underline them.
 Keep them in your mind.
The question word is Where so you need to
scan for a place name.
The other key words to scan for
are prehistoric cave paintings.
Where can prehistoric cave paintings be found ?
Note that in Short Answer questions the question
word (Who, What, Why, When, Where, How...) is a key
word.

Step 2
 Scan the passage for the key words (or words
with similar meaning) from the question.
 When you locate these key words (or words
with similar meaning) in the
passage, circle them.
It’s a good idea to use your pencil or finger
to scan the passage for the key
words 'prehistoric cave paintings'. You can
also scan for a place name because the
question word is Where.
Note that when you skimmed the passage The Use of
Comics in Education you wrote notes next to each
paragraph and you circled names of people and
places. Now you can use these notes to help you
choose which paragraph to scan. To answer this
question, we can go to Paragraph A because we know
the main idea of Paragraph A is the use of comics
thousands of years ago. This has a similar meaning
to prehistoric in the question.
As you scan, your eyes will catch sight of the
words 'prehistoric cave paintings' in Paragraph A. Then
you need to scan for the name of a place (possibly in
the same sentence) which will answer the
question, Where...?
OR
Remember that some place names might have been
circled while you were skimming, so you may find it
easier to scan for the name of a place first and then
locate the key words 'prehistoric cave paintings'.

Step 3
 Read the sentence(s) with the key words to find
the answer.

Read intensively the sentence with the key

words 'prehistoric cave paintings'and the place
names 'Lascaux', 'France' i.e., 'Prehistoric cave
paintings from areas such as Lascaux in France' . You
should note that the words 'from areas' tell you that
what follows is a place name and that this is where
you will find the answer to the question Where... ?
The answer is Lascaux.

Guided Activity - Scanning to answer Short

Answer questions

Now you try!

Now it's your turn to find answers to Short Answer questions
using the three-step scanning process. Read the question below
for the passage The Use of Comics in Education. This is a
guided activity which allows you to practise each step of the
scanning process.
Question 1
Answer the question using NO MORE THAN
THREE WORDS for each answer.
1 How long have comics been used for
teaching?
.....................................................

The Use of Comics in Education

Paragraph A Comics, or something very like

Comics used them, have been used
for for instruction for thousands of
instruction years. Sequential or serial art – a
for thousands series of pictures which tell a
of years. story – has a history almost as long as that of
mankind itself. Before the invention of
writing, drawing was the only way in which
the story of a hunting success, or any other
story, could be recorded. Prehistoric cave
paintings from areas such as Lascaux in
France show simple stories in which a hunter
successfully brings down his prey. Later
 generationscould learn of the achievements
of their ancestors from the paintings, which
may have been used as an aid to oral
storytelling.

Paragraph B Much later, after the invention of writing,

Comics used sequential art continued to be used for
to help the instruction of those among the population
illiterates. who were illiterate. Carved or painted friezes
(bands of graphic decoration) accompanied
written inscriptions in ancient Egyptian
temples, so that those who could not
read could understand and participate in
religious rituals. Similarly, the interior walls of
many medieval cathedrals and churches in
Europe were covered with painted
squares depicting religious stories – again, so
that the illiterate could ‘read’ them. This type
of art can be regarded as one of the
forerunners of the modern comic book.

Paragraph C Comic strips and books first appeared in

19th century the 19th century. For a long time, they
attitude to were regarded as a hindrance to education. It
comics was believed that comics would in some
negative. way destroy a child’s ability to concentrateon
writing without illustrations. It was also
widely believed that comics promoted the
use of substandard language and bad
spelling, therefore hindering a child’s reading
development. These attitudes were probably
strengthened by a reaction against the
violent element found in some comics, but
they extended even to those with the most
harmless subject material – animal stories,
for example, or even the ‘classic’ comics of
the 1960s and 70s, based on stories from
Shakespeare or other ‘high culture’ authors.
Many educators and parents believed that
the latter were especially harmful in that, by
providing a shortcut to the classics,
they prevented young people from tackling
 the real thing. Catherine L. Kouns, the
Marketing Director of Warp Graphics, a
company which produces comics, states that
‘Comics were regarded as one of the lowest
forms of life on the scale of literary
evolution’. Dr Elaine Millard of the University
of Sheffield believes that ‘this view arises
from the fact that all comics are created from
the interaction of images, which are
dominant, with a small amount of text. Critics
regard reading comics as “looking at
pictures” which they equate with a lack
of literacy in children.'

Paragraph In recent times, some educators have

D been rethinking former attitudesto comics,
Recent times and have been exploring them as a
attitudes to possible aid in fighting illiteracy. The
comics Wisconsin Literacy Network advocates the
positive. use of comics to teach where other methods
have been unsuccessful. They state that
comics are a way to motivate children who
might not otherwise want to read, as they
provide minimal text accompanied by
illustrations, humour and references to daily
life. The network views them as a valuable
aid in helping to build vocabulary, and as a
source of information on environmental,
political, social and historical topics. Dr Elaine
Millard agrees. In a paper entitled ‘Comics
and Reading Choices’, (Millard and Marsh
2001), she discusses a project in which comic
lending libraries were set up in schools.
Teachers whose students participated in the
project reported that ‘the children loved it...it
was really motivating for them.’ Feedback
from children made it clear that the use of
comics involved family members who might
not otherwise have become involved in the
reading process. This was especially the case
when the child was male and had been
identified as a weak reader. Fathers and
 older brothers showed active interest in the
children’s reading, which encouraged the
children to view reading as a worthwhile
activity which received male approval.

Paragraph E Some owners of publishing companies which

Commercial produce comics have been quick to recognise
potential of the commercial potential of this new
comics attitudeon the part of educators. Gail Burt,
owner of Metropolis Comics, states ‘I am
deeply committed to literacy and (to)
establishing a good foundation for children to
become good readers.........Comics are no
longer just about superheroes; there
are literate, interesting stories for all ages
and all readers.’

Paragraph F The use of comic books in education

Different has extended well beyond the area of
educational literacy. For a number of years
projects of now, educational projects have been built
comics around them. Professor Jim Kakalios of the
University of Minnesota has used comic
books such as Superman and Spiderman to
teach first-year students the fundamentals of
physics. ‘Rather than presenting the physics
as it’s normally done in a traditional course,
we introduce it through problems that
present themselves in comic books’,
Professor Kakalios states. Other
projects have used specially-produced comic
books. Following the success of the four-
volume set The Japanese Economy for
Beginners, the Japanese Government has
used similar comic books to explain its White
Papers on the Economy; in the Philippines,
comics have been extensively used to inform
the people on health and the environment,
and in other countries such as Thailand,
Malaysia and Nepal, governments have
 Step 1

Click on the question How

word and on the long have comic
other key words in the sbeen used for t
question. eaching?
How Anthony
long have comics been us underlined the question
ed for teaching? words How longand the
other key
words comics, used and t
eaching.

Step 2

Scan the passage for the When Anthony

key skimmed the
words comics, teaching (o passage The Use
r words with similar of Comics in
meaning) and for the Education he
specific information how wrote the key
long (a phrase indicating a words 'instruction', 'for
time period). thousands of years' next to
Paragraph A. This helped
Which paragraph him to choose Paragraph A
contains all these key to scan first
words? because 'thousands of
Comics, or something very years' answers the
like them, have been used question how
for instruction for long and teaching has a
thousands of years. similar meaning
Sequential or serial art – a to 'instruction'.
series of pictures which You can see that Anthony
tell a story – has a history found all the key words in
almost as long as that of Paragraph A. He highlighted
mankind itself. Before the these words for you but In
invention of writing, the IELTS test you would
drawing was the only way circle them.
in which the story of a
hunting success, or any
other story, could be
recorded. Prehistoric cave
paintings from areas such
as Lascaux in France show
simple stories in which a
hunter successfully brings
down his prey. Later
generations could learn of
the achievements of their
ancestors from the
paintings, which may have
been used as an aid to
oral storytelling.
Much later, after the
invention of writing,
sequential art continued
to be used for the
instruction of those
among the population who
were illiterate. Carved or
painted friezes (bands of
graphic decoration)
accompanied written
inscriptions in ancient
Egyptian temples, so that
those who could not read
could understand and
participate in religious
rituals; the interior walls
of many medieval
cathedrals and churches
in Europe were covered
with painted squares
depicting religious stories
– again, so that the
illiterate could ‘read’
them. This type of art can
be regarded as one of the
forerunners of the modern
comic book.
Comic strips and books
first appeared in the 19th
century. For a long time,
they were regarded as a
hindrance to education. It
was believed that comics
would in some way
destroy a child’s ability to
concentrate on writing
without illustrations. It
was also widely believed
that comics promoted the
use of substandard
language and bad
spelling, therefore
hindering a child’s reading
development. These
attitudes were probably
strengthened by a
reaction against the
violent element found in
some comics, but they
extended even to those
with the most harmless
subject material – animal
stories, for example, or
even the ‘classic’ comics
of the 1960s and 70s,
based on stories from
Shakespeare or other
‘high culture’ authors.
Many educators and
parents believed that the
latter were especially
harmful in that, by
providing a shortcut to the
classics, they prevented
young people from
tackling the real thing.
Catherine L. Kouns, the
Marketing Director of
Warp Graphics, a
 company which produces
comics, states that
‘Comics were regarded as
one of the lowest forms of
life on the scale of literary
evolution’. Dr Elaine
Millard of the University of
Sheffield believes that
‘this view arises from the
fact that all comics are
created from the
interaction of images,
which are dominant, with
a small amount of text.
Critics regard reading
comics as “looking at
pictures” which they
equate with a lack of
literacy in children.

Step 3

Comics, or something very The correct answer

like them, have been is thousands of years.
used for instruction for
thousands of years.
1 How long have comics
been used for teaching?

2. Scanning to answer other Specific Information question types

You have seen how scanning is a useful
skill for finding answers to Short
Answer questions. You can scan for the
answers to Short Answer question types
because you are looking for specific
information (Who, When, Where,
How..., What) to give a short one or two
word answer.
For all other question types that
require you to find more detailed information, the scanning
process is the same, but the purpose is slightly different. The
purpose is to find the location of the answer in the passage.
To locate where an answer is in the passage, you need to scan
the passage to locate a specific phrase or key word from the
question. You do not find the answer when you find the specific
word or phrase but you find where the answer is located.
Now you need to read slowly around these words to find the
answer. This is reading intensively for detail.

Let’s look at this process next.

Reading intensively for detail

What is reading intensively for detail?
Reading intensively for detail is a skill that requires you to
understand details or detailed information. It is different to
skimming and scanning because you need to read more
slowly in order to understand the details. To locate these
details, however, you first need to skim and scan.
Remember, skimming is used to get an overview of a
paragraph or passage so you can understand the main idea,
while scanning is used to locate words, phrases or specific
information quickly. However, to read intensively for
detail you need to understand whole sentences and ideas.
The Process: Reading intensively for detail
First, follow Step 1 and 2 of the process for scanning for specific
information. You do this to locate where the specific
information is likely to be found in the passage. Once you have
located the specific information, you can then move on to Step
3 of the process. The steps to follow are:
 Step 1
 Identify the key words in the question. These
words indicate what you need to scan for.
 Underline them.
 Keep them in your mind.

Step 2
 Scan the passage for the key words (or words
with similar meaning) from the question.
 When you locate these key words (or words
with similar meaning) in the
passage, circle them.
You have now located where the answer should be.

Step 3
 Read slowly in order to understand the detail and
to answer the question.
The answer could be in the same sentence, the
sentence before or the sentence after, so you need to
read carefully to locate it.

When do you read intensively for detail?

You need to read intensively for detail in order to answer
almost all question types in the IELTS Reading test: all Specific
Information questions (Step 5), Summary Completion questions
(Step 6) and Viewpoint questions (Step 7). The process is the
same for each of these question types.

Let's begin practising the process of reading intensively for

detail by answering True/False/Not Given questions.
 Guided Activity - Reading intensively for detail
to answer T/F/NG questions

Now you try!

Let’s look at an example T/F/NG question for the
passage The Use of Comics in Education and
answer it by following the process for reading
intensively for detail.
Example

Question 1
Does the following statement agree with the
information given in the passage? 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

1 Before people could write, drawing was used

to record events.
This is a guided activity which allows you to practise each step
of the reading intensively for detail process. Click on each step
of the process. Complete the activity on the left, then compare
your answer to a good student answer on the right.
Step 1

Click on the key words. Notice the key

1 Before people could words Silvia has
underlined.
write, drawingwas
used to record events. 1 Before people
could
write, drawing was used
 to record events.

Step 2

Click on the key words in Scan the passage

Paragraph A which relate to for before people
the key words you underlined could write (or
in the question. words with similar
1 Before people could meaning), drawing,
and record events.
write, drawing was used
to record events. You will have a better idea of
where to scan if you have
Note that the words that you skimmed the passage and
click on are the words you underlined key words and
would circle in the IELTS test. written the main idea of each
Paragraph A paragraph in the margin.
Comics, or something very You can scan Paragraph A
like them, have been used and Paragraph B first
forinstruction for thousands of because you know the main
years. Sequential or serial idea of both is how comics
art – a series of pictures were used for instruction
which tell a story – has a the past’, that is, before the
history almost as long as that invention of writing. You may
of mankind itself. Before the also have circled 'before the
invention of invention of writing' in
writing, drawing was the only Paragraph A.
way in which the story of a
hunting success, or any other
story, could
be recorded. Prehistoric cave
paintings from areas such
as Lascaux in Franceshow sim
ple stories in which a hunter
successfully brings down his
prey. Later generations could
learn of the achievements of
their ancestors from
the paintings,which may have
been used as an aid to oral
storytelling.

Step 3

Read the sentence Paragraph A

with the key words Before the invention
in it carefully, of
then click on the writing, drawing was
answer, True or the only way in
False. which the story of a hunting
Paragraph A success, or any other story,
Before the invention could be recorded.
of writing, The answer is T. The answer is
drawing was the in the same sentence as the key
only way in which words. In this sentence,
the story of a the recording of a story is the
hunting success, or same as the recording of an
any other story, event. 'The story of a hunting
could be recorded. success' is an example of a
drawing and the words 'could
True be' help you to understand that
False it was possible to record events.

Summary
This brings us to the end of Step 3. In this step, you have learnt
three important reading skills which will help you read
effectively in the Reading
test: skimming, scanning and reading intensively for
detail.
Let’s review what these skills are and their purpose in the IELTS
Reading test:
Skimming
 You do this quickly before you read the questions.
 It gives you an OVERVIEW of the passage so you can
understand the main idea.
 You are not trying to answer any of the IELTS questions at
this time.
Scanning
 You do this quickly after you have read the
questions.
 You are trying to LOCATE specific information to
answer a question.
Reading intensively for detail
 You do this after you have scanned and located the
specific information.
 You do this more slowly to be able to UNDERSTAND the
information to ANSWER a question.
IStep 4:

Overview Question Types

Introduction
Welcome to Step 4!
In Step 3, you practised the skills skimming, scanning and
reading intensively for detail. In this step, you will learn how to
use these skills to help you answer Overview questions.

Outcomes
In this step, you will:
 learn the process of answering Overview questions
 practise answering Overview questions.

What is an Overview question?

This type of question tests your ability to identify the main
idea of either a paragraph or a whole passage. There are three
types of Overview questions:
  Matching Paragraph Headings questions
 Multiple Choice Paragraph Headings questions
 Multiple Choice Passage Headings questions
To answer an Overview question, you need to be able to:
 skim
 scan
 read intensively
 recognise synonyms or words with similar meaning. If
you would like to learn more about how to recognise
synonyms or words with similar meaning, you should go to
the Language Focus section.
Let's look at each of these question types in turn.

Matching Paragraph Headings questions

Your task here is to choose the most appropriate heading (from
a group of headings) to match the main idea of a paragraph.
Each heading is numbered in Roman numerals (i, ii, iii), while
each paragraph is lettered (A, B, C etc.).
Here is the example of the Matching Paragraph Headings
questions that you saw in Step 2. The reading passage for
these questions is Culture and Learning. You can find a copy of
this passage in your workbook.
Note that in the IELTS Reading test, Matching Paragraph
Headings questions are usually presented on the
page before the reading passage.
Example

Questions 1-5
The reading passage has five paragraphs labelled A-
E.
Choose the correct heading for each paragraph from
the list of headings below. Write the appropriate
number (i-x) in boxes 1-5 on your answer sheet.
 i. Cultural differences in writing styles
ii. Primary and secondary school education
iii. Implications for overseas students
iv. Academic writing styles
v. International languages
vi. Variation within cultures
vii. Variations in subjects taught
viii. Tertiary education
ix. Cultural variation in learning between
cultures
x. Changes in the British education system

1 Paragraph A ..................
2 Paragraph B ..................
3 Paragraph C ..................
4 Paragraph D ..................
5 Paragraph E ..................

The Process: Matching Paragraph Headings questions

The first step in answering any IELTS question type is
to skim the passage as you practised in Step 3. When
you skim the passage, you locate the main idea of each
paragraph by:
 identifying and reading the topic
sentence
 underlining the key words
 underlining any related key words in the
rest of the paragraph
 writing down words that remind you of
the main idea next to the paragraph.
Skim the passage. While you skim:
 underline key words in the paragraphs and
 write the main idea of each paragraph next to the
paragraph.
The topic sentence of each paragraph is highlighted to help you
focus on it.
When you have finished, click on the button below to compare
your skimming with how Cintia, an IELTS candidate, skimmed
the passage. Remember it doesn’t matter if you didn’t
underline the same words as Cintia, but hers is a good
example.
The words that are underlined in the topic sentence
are the key words for the main idea of the
paragraph. The key words underlined in the rest of
the paragraph either support or give examples of
the main idea. You’ll notice that most of the key
words that Cintia has underlined are similar to those in the
topic sentence of each paragraph.
Culture and Learning

A Every culture has its own distinctive

conventions regarding what should
be learned and how learning should take
place. In one culture, students may be
every culture,
encouraged to work with their
differences in
classmates, while in another culture this
learning
activity may be prohibited. In some
societies, students are discouraged from
asking questions, while in others they may
be required to do so.

B Diversity exists not only

between cultures, but also within a single
culture. Most British primary and
secondary schools, for example, the
teacher is the primary provider of required
information and rote learning plays an
important role in the acquisition of this diversity
information. However, when these within cultures
students proceed to university, they face a
new set of academic norms and
expectations. Although memorisation is
still required, much more emphasis is
placed on the critical evaluation of
learning and independent research.
C The analysis of writing by students from
different cultures suggests that
the thinking and writing process is
a culture-specific phenomenon. The ability
to write well in one language does not
necessarily guarantee an equivalent
competence in another language,
irrespective of an individual’s grammatical
proficiency in that language. Although thinking &
most researchers would argue that writing writing
and thinking are culture-specific process is
phenomena, considerable controversy has culture specific
been aroused by attempts to
provide cognitive profiles for specific
cultures. An American study which
analysed the way in which students from
different cultural backgrounds structured a
paragraph of factual writing argued that at
least five cognitive profiles could be
distinguished.

D It may be argued that a

similar diversity of cognitive and
rhetorical style also exists between
academic disciplines.Although standard
models for writing reports exist in both
Chemistry and physics, an adequate
physics report may not satisfy the
requirements of the chemistry ‘sub- diversity
culture’. The departments of tertiary between
institutions generally publish study guides academic
which provide detailed writing guidelines. disciplines
These list the rhetorical, referencing and
formatting conventions required by each
discipline. Before submitting any written
work, students are advised to consult
appropriate guides and ensure that their
written assignments conform to
expectations.

E There are, in short, three levels of 3 levels

cultural adjustment which face the cultural
 overseas undergraduate
student: adjustment to
a different culturally based learning style;
adjustments associated with the move adjustment
from secondary to tertiary education; and
the adjustments related to entry into
a specific disciplinary sub-culture.

The Process
Now that you have skimmed the passage, let's look at the rest
of the process for answering Matching Paragraph Headings
questions.
To answer a Matching Paragraph Headings question type you
need to:
Step 1
Go to the paragraph headings (i, ii, iii etc.).
a. Skim all the paragraph headings.
b. Underline key words in each one.

Step 2
Go to Paragraph A of the passage.
a. Review the main idea of Paragraph A.
b. Keep the key words of the main idea in your
mind.

Step 3
Go back to the paragraph headings.
a. Scan the paragraph headings to match the key
words of the main idea of Paragraph A with the
underlined key words in the paragraph headings.
b. You will probably find more than one paragraph
heading that has the same or similar key
 words. Note all of them as possibilities.

Step 4
c. Read each of the possible paragraph
headings intensively for detail.
You do this to distinguish between the paragraph
headings which describe the main idea of the
paragraph and those which describe supporting
details or examples.
d. Eliminate the paragraph headings that
describe supporting details and examples.

Step 5
e. Choose the paragraph heading that describes
the main idea of the paragraph.
f. Write the number on your answer sheet.
Follow the same process for each paragraph in order.
Note that you only have to do Step 1, underlining the key
words of the paragraph headings, once.
Now let’s practise this process.

Demonstrating the Process: Matching Paragraph Headings questions

Now let's look at Siddhi, an IELTS teacher, demonstrate the
process of matching a paragraph heading to the main idea
of Paragraph A of Culture and Learning. Read the process on
the left, then click on the right to see what Siddhi did.

Step 1
Step 1
Go to the paragraph
headings. i. Cultural
differences in writing
a. Skim all the
styles
paragraph
ii. Primary and secondary
headings.
school education
b. Underline key iii. Implications for overseas
 students
iv. Academic writing styles
v. International languages
vi. Variation within cultures
vii. Variations in
words in each one. subjects taught
viii. Tertiary education
ix. Cultural variation in
learning between cultures
x. Changes in the British
education system

Step 2
The key words of the main idea
are every culture, differences
in learning.
Keep all these in your
Step 2 mind.
Go to Paragraph A of
the passage.
Paragraph A
a. Review the
main idea of Every culture has its own
Paragraph A. distinctive
conventions regarding what shoul
b. Keep the key d be learned and how
words of the learning should take place. In one
main ideain culture, students may be
your mind. encouraged to work with their
classmates, while in
another culture this activity may
be prohibited. In some societies,
students are discouraged from
asking questions, while in others
they may be required to do so.

Step 3
Go back to the Step 3
paragraph headings. These four paragraph
a. Scan the headings
paragraph are possibilitiesbec
headings to ause the key words
match the key of the main idea from
words of the Paragraph A match the
main idea of underlined key words in the
Paragraph A paragraph headings. Note
with the that variation(s) is a synonym
underlined key of difference(s).
words in the i. Cultural differences in writing
paragraph style
headings. vi. Variation within cultures
b. You will vii. Variations in subjects taugh
probably find t
more than one ix. Cultural
paragraph variation in learning between
heading that cultures
has the same or
similar key
words.
Note all of
them
as possibilities
.

Step 4
Step 4
c. Read each of
the possible You can eliminate the
paragraph following:
headings inte i. Cultural
nsively for differences in writin
detail. g style You can
You do this to eliminate this because writing
distinguish style is an example of a
between the cultural difference in learning.
paragraph Also, writing style is not
headings mentioned in Paragraph A.
 which
describe the
main idea of
the vi. Variation
paragraph an within cultures You can
d those which eliminate this because it refers
describe to differences within cultures,
supporting not between different cultures.
details or vii. Variations in subjects tau
examples. ght You can eliminate this
d. Eliminate the because subjects is an
paragraph example of a cultural difference
headings that in learning. Also, subjects is not
describe supp mentioned in Paragraph A.
orting
details and
examples.

Step 5
ix. Cultural
variation in le
Step 5 arning
e. Choose the between
paragraph heading cultures
that describes the This is a good
main idea of the choicebecause cultural
paragraph. variation is a synonym
f. Write the number on of cultural differences;
your answer sheet. there is a reference
to learning ; between
cultures is similar in
meaning to 'every
culture'.

Hints to answer Matching Paragraph Headings questions

 Siddhi is an IELTS teacher who has a few hints to
help you answer Matching Paragraph Headings
questions.

1. You need to be able to recognise synonyms quickly.

When you scan the paragraph headings in Step 3 of the
process, you need to scan for words that are the same or that
have similar meaning to the main idea of the paragraph. In
other words, you should have possible synonyms in your mind.
For example, in Paragraph A the main idea is about differences,
so you should immediately try to think of other words that have
the same meaning (e.g., variations, varieties, contrasts).Then,
when you read the paragraph headings, words with similar
meaning will be easier to recognise.
2. Always match each paragraph to a paragraph
heading.
Always review the main idea of each paragraph first, then
match that idea to the appropriate heading. Matching the
headings in this way is more effective and will save you
time. Trying to do it the other way - matching a heading to a
paragraph will take you longer because there are always more
headings than paragraphs.

3. Beware of distracters.
Distracters are answers that look like they are correct, but are
not. These distracters are included to test your ability to read
intensively for detail to understand the main idea. Be careful
of different types of distracters.
Supporting idea distracter
There are two types of supporting idea distracters:
a. The paragraph heading contains similar or related key
words to the key words of the main idea of the
paragraph. However, when you read intensively you find
the heading refers to a supporting idea or example,
not a main idea. Look at the example below.
Paragraph A

Every culture has its own The main idea of Paragraph A

distinctive is every culture has
conventionsregarding what sh differences in learning.
ould be learned and how Paragraph heading (i) cultural
learning should take place. In differences in writing style is
one culture, students may be a possible answer because it
encouraged to work with their contains the key
classmates, while in another words cultural differences,
culture this activity may be and writing style is related to
prohibited. In some societies, learning. However, it is
students are discouraged a distracter because differe
from asking questions, while
nces in writing style is
in others they may be
required to do so. an example of learning – it
does not summarise the main
idea.

b. The paragraph heading does not contain key words of

the main idea of the paragraph but it contains other
words found in the paragraph. Look at the example
below.

Paragraph B

Diversity exists not only You can see that the second
between cultures, but also sentence in Paragraph B refers
within a single culture. In to 'primary and secondary
most British primary and schools'. You can also see that
secondary schools, for paragraph heading (ii) Primary
example, the teacher is the and Secondary school
primary provider of required education has the same key
information and rote words. However, this heading
learning plays an important is a distracterbecause in the
role in the acquisition of this paragraph, primary and
information. However, when secondary school education is
these students proceed an example of the main
to university, they face a idea diversity within cultures.
new set of academic norms
and expectations.
Although memorisation is
still required, much more
emphasis is placed on
the critical evaluation of
learning and independent
research.

One word difference distracter

For this type of distracter, there are slight differences in
vocabulary between the paragraph headings and the main idea
of the paragraph which change the meaning. For example, in
Paragraph A we are scanning for variations in every
culture ('between cultures'), but one of the paragraph
headings is variations withincultures. Within doesn’t have the
same meaning as 'between'.

Guided Activity - Matching Paragraph Headings

question for Paragraph B

In the following activity, you will be guided through the process

for Matching Paragraph Headings question for Paragraph B of
the passage Culture and Learning. You will find the
passage Culture and Learning is in your workbook.
Alternatively, if you would like to view the passage on screen,
click on the button below.
Culture and Learning
A. Every culture has its own distinctive conventions
regarding what should be learned and how learning should
take place. In one culture, students may be encouraged to
work with their classmates, while in another culture this
activity may be prohibited. In some societies, students are
discouraged from asking questions, while in others they
may be required to do so.
B. Diversity exists not only between cultures, but also within
a single culture. Most British primary and secondary
schools, for example, the teacher is the primary provider
of required information and rote learning plays an
important role in the acquisition of this information.
However, when these students proceed to university, they
face a new set of academic norms and expectations.
Although memorisation is still required, much more
emphasis is placed on the critical evaluation of learning
and independent research.

C. The analysis of writing by students from different cultures

suggests that the thinking and writing process is a culture-
specific phenomenon. The ability to write well in one
language does not necessarily guarantee an equivalent
competence in another language, irrespective of an
individual's grammatical proficiency in that language.
Although most researchers would argue that writing and
thinking are culture-specific phenomena, considerable
controversy has been aroused by attempts to provide
cognitive profiles for specific cultures. An American study
which analysed the way in which students from different
cultural backgrounds structured a paragraph of factual
writing argued that at least five cognitive profiles could be
distinguished.

D. It may be argued that a similar diversity of cognitive and

rhetorical style also exists between academic disciplines.
Although standard models for writing reports exist in both
Chemistry and physics, an adequate physics report may
not satisfy the requirements of the chemistry 'sub-culture'.
The departments of tertiary institutions generally publish
study guides which provide detailed writing guidelines.
These list the rhetorical, referencing and formatting
conventions required by each discipline. Before submitting
any written work, students are advised to consult
appropriate guides and ensure that their written
assignments conform to expectations.
E. There are, in short, three levels of cultural adjustment
which face the overseas undergraduate student:
adjustment to a different culturally based learning style;
adjustments associated with the move from secondary to
 tertiary education; and the adjustments related to entry
into a specific disciplinary sub-culture.
Questions 1-5
The reading passage has five paragraphs
labelled A-E.
Choose the correct heading for each paragraph
from the list of headings below. Write the
appropriate number (i-x) in boxes 1-5 on your
answer sheet.

i. Cultural differences in writing styles

ii. Primary and secondary school education
iii. Implications for overseas students
iv. Academic writing styles
v. International languages
vi. Variation within cultures
vii. Variations in subjects taught
viii. Tertiary education
ix. Cultural variation in learning between
cultures
x. Changes in the British education system

1 Paragraph A ..................
2 Paragraph B ..................
3 Paragraph C ..................
4 Paragraph D ..................
5 Paragraph E ..................

1.
2.
3. The correct answer is ix, Common signs of an ADHD
sufferer.
The paragraph introduces common traits of ADHD
sufferers by asking questions. The distracter for this
question is xi, Commonly asked questions. This cannot be
the answer because 1) it is too general and 2) the
questions are not ‘commonly asked’ ones.
4. The correct answer is i, Consequences of ADHD for
parents and children.
 Paragraph B discusses the problems (the effects) that
children face (e.g., learning problems, juvenile
delinquency, and anti-social behaviour.) and that parents
face (i.e., caring for the child, criticism from other parents)
due to ADHD.
5. The correct answer is viii, A questionable treatment.
The key words for this heading come in the first two
sentences: 'The treatmentDr. Bryant refers to - or at
least the most controversial one - is the use of stimulant
drugs such as Ritalin and Dexedrine.
Particularly controversial is the fact these drugs are
basically the same amphetamines sold on the street
illegally under the name of speed.'
6. The correct answer is vi, An invented mental illness.
We find this main idea introduced in the following quote
from Jane Mitchell: 'ADHD is a disorder that has been
created by those administering its treatment....' The
distracter for this questions is vi, ADHD or normal
behaviour. This is not the correct answer, as the
paragraph does not discuss 'normal' behaviour. It's asking
'A real disease or an invented one?'
7. The correct answer is ii, Opposition to chemical
treatment for ADHD sufferers.
The second sentence of Paragraph E introduces this main
idea, 'She is also strongly opposed to the use of stimulant
drugs to treat the condition.' The rest of the paragraph
describes the negative effects of long term drug use as
support of the opposition to chemical treatment of ADHD.
The distracter for this question might be viii, Current
treatments only a temporary solution. Although the
paragraph discusses drug treatment as a solution, it
doesn't discuss the idea of 'temporary'. Another distracter
might be iii, A questionable treatment.
8. The correct answer is iv, ADHD or normal behaviour.
The following sentences indicate this main idea: 'What
precisely is a normal child? She (Jane Mitchell) maintains
all the symptoms quoted by experts like Edward Bryant
are found in just about all children everywhere.' The
distracter for the question is x, The definition of an
average child. This cannot be the answer, as the
paragraph doesn't just describe normal behaviour.
 9. The correct answer is v, Variations of acceptable
behaviour in children.
The main idea is seen in the first sentence, 'She also
points out that standards of how 'good' children act vary
hugely from culture to culture.'
10. The correct answer is vii, Current treatments only
a temporary solution.
The main idea is seen in the second sentence, 'It is also a
quick and convenient way for parents and health
practitioners alike to attempt to 'fix' and dispense of
behaviours ...' One distracter for this question is iii, A
questionable treatment. This cannot be the answer as the
paragraph doesn't discuss the idea of 'questionable', just
that it is short-term (quick fix). Another distracter might
be v, Opposition to chemical treatment of ADHD sufferers.
However, this can't be the main idea, as Paragraph H
doesn't indicate a strong opposition to the drug treatment.
The writer just implies that other treatments should be
looked at.

Multiple Choice Paragraph Headings questions

Multiple Choice questions can be used to test your ability to
identify the main idea of a paragraph or passage. For a
Multiple Choice Paragraph Headings question you need to
choose the most appropriate heading for a paragraph from a
list of three or four choices.
Here is the example of the Multiple Choice Paragraph Headings
question that you saw in Step 2. You will notice here that the
Paragraph Headings are still given, but they are presented in
Multiple Choice form rather than Paragraph Headings form
using Roman numerals. However, both forms use headings and
test your understanding of the main idea of each paragraph.
Let’s look at an example.
Example

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

1 Which of the following headings is the most
appropriate for Paragraph A?

A Cultural differences in writing styles

B Variations in subjects taught
C Cultural variation in learning between
cultures
D Tertiary education

Now let's look at the process which will help you answer
Multiple Choice Paragraph Headings questions.

The Process: Multiple Choice Paragraph Headings questions

The process for answering Multiple Choice Paragraph Headings
questions is very similar to that for Matching Paragraph
Headings questions.
After you skim the passage, you are ready to start the process
of answering a Multiple Choice Paragraph Heading question.
Let’s look at that process.
To answer a Multiple Choice Paragraph Heading question you
need to:
 Step 1
Go to the paragraph headings (A, B, C, D).
a. Skim all the paragraph heading choices.
b. Underline key words.

Step 2
Go to Paragraph A.
a. Review the main idea.
b. Keep the key words of the main idea in your
mind.

Step 3
Go to the paragraph headings.
a. Scan the paragraph headings (A, B, C, D) to
match the key words of the main idea of
Paragraph A with the underlined key words in the
paragraph headings.
b. You will probably find more than one paragraph
heading that has the same or similar key words.
Note all of them as possibilities.

Step 4
c. Read each of the possible paragraph
headings intensively for detail.
You do this to distinguish between the paragraph
headings which describe the main idea of the
paragraph and those which describe supporting
details or examples.
d. Eliminate the paragraph headings that
describe supporting details and examples.

Step 5
 e. Choose the paragraph heading that describes
the main idea of the paragraph.
f. Write the letter on your answer sheet.

Now let's practise this process.

4.3 Multiple Choice Paragraph Headings

questions

Do this activity in your

workbook.
Complete the Multiple Choice Paragraph Headings questions for the
passage Culture and Learning (P3). When you have finished, click on
the Process and Answer buttons to check your answers.
If you would like to review the process, click on the button below.
Step 1
Go to the paragraph headings (A, B, C, D).
a. Skim all the paragraph heading choices
b. Underline key words.

Step 2
Go to Paragraph A.
a. Review the main idea.
b. Keep the key words of the main idea in your
mind.

Step 3
Go to the paragraph headings.
a. Scan the paragraph headings (A, B, C, D) to
match the key words of the main idea of
Paragraph A with the underlined key words in the
paragraph headings.
 b. You will probably find more than one paragraph
heading that has the same or similar key words.
Note all of them as possibilities.

Step 4
c. Read each of the possible paragraph
headings intensively for detail.
You do this to distinguish between the paragraph
headings which describe the main idea of the
paragraph and those which describe supporting
details or examples.
d. Eliminate the paragraph headings that
describe supporting details and examples.

Step 5
e. Choose the paragraph heading that describes
the main idea of the paragraph.
f. Write the letter on your answer sheet.

If you would like to view the passage on screen, click on the button below.
The words that are underlined in the topic sentence are the key
words for the main idea of the paragraph. The key words
underlined in the rest of the paragraph either support or give
examples of the main idea. You’ll notice that most of the key
words that Cintia has underlined are similar to those in the topic
sentence of each paragraph.
Culture and Learning
A Every culture has its own distinctive every culture,
conventions regarding what should differences in
be learned and how learning should take learning
place. In one culture, students may be
encouraged to work with their
classmates, while in another culture this
activity may be prohibited. In some
societies, students are discouraged from
asking questions, while in others they may
be required to do so.

B Diversity exists not only

between cultures, but also within a single
culture. Most British primary and
secondary schools, for example, the
teacher is the primary provider of required
information and rote learning plays an
important role in the acquisition of this diversity within
information. However, when these cultures
students proceed to university, they face a
new set of academic norms and
expectations. Although memorisation is
still required, much more emphasis is
placed on the critical evaluation of
learning and independent research.

C The analysis of writing by students from

different cultures suggests that
the thinking and writing process is
a culture-specificphenomenon. The ability
to write well in one language does not
necessarily guarantee an equivalent
competence in another language,
irrespective of an individual’s grammatical
proficiency in that language. Although thinking &
most researchers would argue that writing writing process
and thinking are culture-specific is culture
phenomena, considerable controversy has specific
been aroused by attempts to
provide cognitive profiles for specific
cultures. An American study which
analysed the way in which students from
different cultural backgrounds structured a
paragraph of factual writing argued that at
least five cognitive profiles could be
distinguished.

D It may be argued that a diversity

similar diversity of cognitive and between
rhetorical style also exists between academic
academic disciplines. Although standard
models for writing reports exist in both
Chemistry and physics, an adequate
physics report may not satisfy the
requirements of the chemistry ‘sub-
culture’. The departments of tertiary
institutions generally publish study guides
which provide detailed writing guidelines. disciplines
These list the rhetorical, referencing and
formatting conventions required by each
discipline. Before submitting any written
work, students are advised to consult
appropriate guides and ensure that their
written assignments conform to
expectations.

E There are, in short, three levels of

cultural adjustment which face the
overseas undergraduate
student: adjustment to 3 levels
a different culturally based learning style; cultural
adjustments associated with the move adjustment
from secondary to tertiary education; and
the adjustments related to entry into
a specific disciplinary sub-culture.

Questions 1-2
Choose the correct letter A, B, C, or D.
1 Which of the following headings is the most
appropriate for Paragraph D?

A Cultural differences in writing styles

B Subject-specific variations
C Variation within cultures
D Implications for overseas students

2 Which of the following headings is the most

appropriate for Paragraph E?
 A Cultural differences in learning styles
B En trance to subject-specific discipline
C Secondary to tertiary variations
D Implications for overseas students

Question 1

Step 1
Go to the paragraph A Cultural
headings (A, B, C, differences in writi
D). ng styles
B Subject-specific v
a. Skim all the ariations
paragraph C Variation
heading within cultures
choices D Implications for
b. Underline key overseas students
words.

Step 2
Go to Paragraph D
The key words of
a. Review the the main idea are:
main idea.
Diversity within
b. Keep the key academic
words of the disciplines
main idea in
your mind.

Step 3 You could note A

Go to the paragraph and B
headings. as possibilities.

a. Scan the A. Cultural

paragraph differences in
headings (A, writing
B, C, D) to styles
B. Subject-specific
 match the key
words of the
main idea of
Paragraph D
with the
underlined key
words in the variations
paragraph
headings.
b. Note all of
them
as possibilitie
s.

Step 4
c. Read each of the Eliminate A
possible paragraph as writing
headings intensiv stylesis an
ely for detail. example.
d. Eliminate the A. Cultural
paragraph differences
headings that in writing
describe supporti styles
ng details and
examples.

Step 5 B. Subject-specific
variations
e. Choose the
paragraph This is a good choice
heading that as variation is the
describes the same
main idea of as 'diversity', subject
the -specificrefers
paragraph. to 'academic
disciplines'.
f. Write the
letter on your
 answer sheet.

1 The correct answer is B

Question 2

Step 1
Go to the A Cultural
paragraph differences in learnin
headings. (A, B, C, g styles
D) B Entrance to subject-
a. Skim all the specific discipline
paragraph C Secondary to
heading tertiary variations
choices. D Implications for
overseas students
b. Underline
key words.

Step 2
Go to Paragraph E.
a. Review the The key words of
main idea. the main idea are:

b. Keep the key 3 levels of cultural

words of the adjustment
main idea in
your mind.
 Step 3
Go to the paragraph
headings.
a. Scan the
paragraph
headings (A,
B, C, D) to Only D is
match the key a possibility as the
words of the idea of 'cultural
main idea of adjustment' is
Paragraph E similar to
with the implications.
underlined key
words in the
paragraph
headings.
b. Note all of
them as
possibilities.

You
Step 4 can eliminate
c. Read each of the A, B, Cbecause
possible paragraph they are
headings intensiv all examples of
ely for detail. the levels of
adjustment.

Step 5 Answer is D,
e. Choose the Implications for
paragraph overseas students.
heading that
describes the
main idea of
the paragraph.
f. Write the letter
on your
 answer sheet.

2 The correct answer is D

Multiple Choice Passage Heading questions

Multiple Choice questions can also be used to test your
understanding of the main idea of the passage. As with
Multiple Choice Paragraph Headings questions you need to
choose the most appropriate heading for a passage from a list
of three or four choices.
In this case you are looking for the main idea of the
passage, not for an idea from one of the paragraphs. The main
idea of the passage is an overview or summary of the
passage.
Here is an example of a Multiple Choice Passage Heading
question for the passage which you saw in Step 3, The Use of
Comics in Education.
If you would like to view the skimmed version of the passage on
screen, click on the button below.
The Use of Comics in Education
Paragraph Comics, or something very like them, have
A been used for instructionfor thousands of
Comics used years. Sequential or serial art – a series of
for pictures which tell a story – has a history
instruction almost as long as that of mankind
for itself. Before the invention of writing,
thousands of drawing was the only way in which the story
years. of a hunting success, or any other story,
could be recorded. Prehistoric cave
paintings from areas such as Lascaux in
France show simple stories in which a hunter
successfully brings down his prey. Later
generations could learn of the achievements
of their ancestors from the paintings, which
may have been used as an aid to oral
storytelling.
Paragraph Much later, after the invention of writing,
B sequential art continued to be used for
Comics used the instruction of those among the
to help population who were illiterate. Carved or
illiterates. painted friezes (bands of graphic decoration)
accompanied written inscriptions in ancient
Egyptian temples, so that those who could
not read could understand and participate in
religious rituals. Similarly, the interior walls
of many medieval cathedrals and churches in
Europe were covered with painted
squares depicting religious stories – again, so
that the illiterate could ‘read’ them. This type
of art can be regarded as one of the
forerunners of the modern comic book.

Paragraph Comic strips and books first appeared in

C the 19th century. For a long time, they
19th century were regarded as a hindrance to education.
attitude to It was believed that comics would in some
comics way destroy a child’s ability to concentrateon
negative. writing without illustrations. It was also
widely believed that comics promoted the
use of substandard language and bad
spelling, therefore hindering a child’s reading
development. These attitudes were probably
strengthened by a reaction against the
violent element found in some comics, but
they extended even to those with the most
harmless subject material – animal stories,
for example, or even the ‘classic’ comics of
the 1960s and 70s, based on stories from
Shakespeare or other ‘high culture’ authors.
Many educators and parents believed that
the latter were especially harmful in that, by
providing a shortcut to the classics,
they prevented young people from tackling
the real thing. Catherine L. Kouns, the
Marketing Director of Warp Graphics, a
company which produces comics, states that
‘Comics were regarded as one of the lowest
 forms of life on the scale of literary
evolution’. Dr Elaine Millard of the University
of Sheffield believes that ‘this view arises
from the fact that all comics are created
from the interaction of images, which are
dominant, with a small amount of text.
Critics regard reading comics as “looking at
pictures” which they equate with a lack
of literacy in children.'

Paragraph In recent times, some educators have

D been rethinking former attitudesto comics,
Recent times and have been exploring them as a
attitudes to possible aid in fighting illiteracy. The
comics Wisconsin Literacy Education and Reading
positive. Network advocates the use of comics to
teach where other methods have been
unsuccessful. They state that comics are a
way to motivate childrenwho might not
otherwise want to read, as they provide
minimal text accompanied by illustrations,
humour and references to daily life. The
network views them as a valuable aid in
helping to build vocabulary, and as a source
of information on environmental, political,
social and historical topics. Dr Elaine Millard
agrees. In a paper entitled ‘Comics and
Reading Choices’, (Millard and Marsh 2001),
she discusses a project in which comic
lending libraries were set up in schools.
Teachers whose students participated in the
project reported that ‘the children loved it...it
was really motivating for them.’ Feedback
from children made it clear that the use of
comics involved family memberswho might
not otherwise have become involved in the
reading process. This was especially the case
when the child was male and had been
identified as a weak reader. Fathers and
older brothers showed active interest in the
children’s reading, which encouraged the
 children to view reading as a worthwhile
activity which received male approval.

Paragraph Some owners of publishing companies which

E produce comics have been quick to
Commercial recognise the commercial potential of
potential of this new attitudeon the part of educators.
comics Gail Burt, owner of Metropolis Comics, states
‘I am deeply committed to literacy and (to)
establishing a good foundation for children to
become good readers.........Comics are no
longer just about superheroes; there
are literate, interesting storiesfor all ages
and all readers.’

Paragraph The use of comic books in education

F has extended well beyond the area of
Different literacy. For a number of years
educational now, educational projects have been built
projects of around them. Professor Jim Kakalios of the
comics University of Minnesota has used comic
books such as Superman and Spiderman to
teach first-year students the fundamentals of
physics. ‘Rather than presenting the physics
as it’s normally done in a traditional course,
we introduce it through problems that
present themselves in comic books’,
Professor Kakalios states. Other
projects have used specially-produced comic
books. Following the success of the four-
volume set The Japanese Economy for
Beginners, the Japanese Government has
used similar comic books to explain its White
Papers on the Economy; in the Philippines,
comics have been extensively used to inform
the people on health and the environment,
and in other countries such as Thailand,
Malaysia and Nepal, governments have
distributed comics designed to promote
social issues. It seems that comics have
come some distance towards regaining the
 original educational purpose of their distant
ancestors.

Example

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

1 Which of the following headings is the most
appropriate to describe the main idea of the
passage?

A Illiterates have benefited from the use

of comics in education.
B Attitudes to using comics for
instruction have changed over time.
C School projects using comics have
been very successful.
D Comics were used to tell stories to
illiterates in ancient times.

A No, that's incorrect. Answer choice A only refers to how

comics have helped people who are illiterate in Paragraph B.
B Yes, that's correct. Attitudes to using comics for instruction
have changed over time.This is a summary of all the main ideas
of the passage.
C No, that's incorrect. Answer choice C only refers to the school
projects in Paragraph D.
D No, that's incorrect. Answer choice D only refers to how
comics were used in the past which is discussed in Paragraphs
A and B.

Let’s look at the process you need to follow to answer this

question.
The Process: Multiple Choice Passage Heading questions
To answer a Multiple Choice Passage Heading question you
need to:
Step 1
Go to the passage.
 a. Skim the passage.
If you have already done this, skim it again quickly to
review the main idea of each paragraph.

Step 2
Go to the passage headings (A, B, C, D).
a. Underline the key words in the answer choices.

Step 3
a. Choose which answer choice best describes
the main idea of the passage.
Be careful that you do not choose an answer that
describes the main idea of only one of the paragraphs.

Activity - Multiple Choice Passage Heading

question

Choose the best heading for the Multiple Choice Passage

Heading question for the reading passage Cats by clicking on A,
B, C, or D.
If you would like to follow the process for Multiple Choice
Passage Heading questions, click on the button below.
Step 1
Go to the passage.
a. Skim the passage.
If you have already done this, skim it again quickly to
review the main idea of each paragraph.

Step 2
Go to the passage headings (A, B, C, D).
a. Underline the key words in the answer choices.
 Step 3
a. Choose which answer choice best describes
the main idea of the passage.
Be careful that you do not choose an answer that
describes the main idea of one of the paragraphs.

You will find the passage Cats in your workbook.

Alternatively, if you would like to view the passage on
screen, click on the button below.
Cats
A The campaign against cats has become so exaggerated it
has lost its focus. Much energy that could be put to good
use is being wasted on futile campaigns that do little more
than aggravate cat owners.

B It is widely believed that because cats prey on native birds

they could bring about their extermination. But predation
seldom leads to extinction in such a simplistic way. If it did
there would be no animals left in Africa, as those big cats
called Lions would have eaten them all up.

C Enormous numbers of birds are killed by pets in gardens,

it is true. But while this may sound alarming, ecologically
there is nothing wrong with it- predation is a fact of life.
Birds are killed in forests too, by a whole gamut of
predators including snakes, goannas, falcons,
butcherbirds, quolls, dingoes and even spiders. Pet cats
are the urban counterparts to a large range of native
predators.

D Hunting by pet cats would only be a problem if the rate of

predation, combined with other deaths, exceed the
breeding rate of the birds. This does not seem to be the
case. Several studies show the urban environments
actually support a higher density of birds than native
forests, despite all the cats. This is partly because of all
the garden plants with berries and nectar rich flowers.
E The native garden birds killed by cats are nearly all
widespread adaptable species that are thriving in
response to urbanisation. Some of them are probably
more abundant now than they were before European
settlement. This definitely seems to be the case for the
common garden skinks that cats often kill.

F Feral cats are a much greater threat to wildlife than pet

cats, and in some situations they are a major hazard. But
not usually to birds, which they seldom eat. Studies of
their diet confirm what cartoonists have always known:
that cats prefer rats, mice and other small mammals. In a
major article on cats (Nature Australia, Winter 1993) Chris
Dickman stated: 'In most Australian studies, rabbits
constitute the single most important prey.'

G To be useful, the anti-cat campaign should focus on

specific situations where cats are a proven problem, and
where something can actually be done about it. But to
make the sweeping claim that 'Cats threaten the future
survival of most wildlife,' as the Victorian Department of
Education does in a leaflet, is to exaggerate the case.

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

1 Which of the following headings is the most
appropriate to describe the main idea of the
passage Cats?
A Governments need to control feral cats
B Problem of decreasing bird population
C Cats: Scoundrels or Scapegoats
D Feeding habits of cats

The main idea of the passage is C. Cats: Scoundrels or

scapegoats. The passage describes the beliefs of those who
think cats are scoundrels as well as the beliefs of those who
think cats are scapegoats.
You can eliminate A, Governments need to control feral
cats, because this is the main idea of paragraph G.
You can eliminate B, Problem of decreasing bird
population, because this is only one part of the argument, that
is, that cats are scoundrels because they eat so many birds
that the population is decreasing.
You can eliminate D, Feeding habits of cats, because this is not
really an idea mentioned in the passage. The passage
discusses the feeding habits of feral cats, but not of cats in
general.

Summary
In this step, you have:
 learnt the process of answering Overview questions
 practised answering Overview questions.
Now in Step 5, you will learn how to answer Specific
Information questions.
Step 5:

Specific Information Question Types

Introduction
Welcome to Step 5!
In Step 4, you practised answering Overview questions.
In this step, you will learn the skills and strategies needed to
answer Specific Information questions.

Outcomes
In this step, you will:
 learn the process of answering Specific Information
questions
 practise answering Specific Information questions.

What is a Specific Information question?

This type of question tests your ability to identify details
(specific information) in a reading passage.
The Specific Information questions that we will look at in this
step are:
 Multiple Choice
 Information Location
 True/False/Not Given
Let’s look at each of these question types in turn.

Multiple Choice questions

Multiple Choice questions are one of the most common
question types in the IELTS Reading test. There are two types
of Multiple Choice questions:
 Standard Multiple Choice
 Modified Multiple Choice.
Let’s look at an example of each of these two types of Multiple
Choice questions.

Standard Multiple Choice questions

For Standard Multiple Choice questions, you are asked to
choose an answer to one question from a list of three or four
choices.
Example

Question 1
Choose the correct letter A, B, C, or D.
1 Which description best describes
Esperanto?
A a language which is similar to Chinese
B an old Latin language
C a language which was created as an
international language
D the native language of Ludwig
Zamenhof
Modified Multiple Choice questions
Modified Multiple Choice questions ask you to choose more
than one answer for one question. Let’s look at the
example question below.
Example

Question 2
Choose TWO letters A-F.
2 Which TWO Asian countries mentioned in the
passage use Esperanto?
A Vietnam
B Japan
C Malaysia
D China
E Philippines
F Korea
You can see that for this Modified Multiple Choice question, you
must write TWO answers for Question 2. Notethat both
answers need to be written on the same Question
2 space on the Answer Sheet.
2 BD

Also note that both answers must be correct to get Question

2 correct. If one answer is correct and the other incorrect,
Question 2 will be marked incorrect.
2 BF

Let’s look at another type of Modified Multiple Choice question.

Example

Questions 3-4
Choose TWO letters A-F.
Which TWO Asian countries mentioned in the
passage use Esperanto?
A Vietnam
 B Japan
C Malaysia
D China
E Philippines
F Korea
You have probably noticed that this is the same question as
above. However, the question is numbered ‘Questions 3-4’.
For this question, you need to write one answer in the space for
Question 3 on your Answer Sheet and the second answer in the
space for Question 4.
3 B

4 D

3 BD

Now let’s look at the process for answering Multiple Choice

questions.

The Process: Multiple Choice questions

Skimming the passage first
Before you start answering any questions, you should skim
the passage first. Go to the Passages Section in your
workbook and skim the passage Esperanto. While you skim,
you should:
 underline key words in the paragraphs and
 write the main idea of each paragraph next to the
paragraph.
If you would like to view the passage on screen, click on the
button below. The topic sentence of each paragraph is
highlighted to help you focus on it.
Esperanto
A Esperanto is an artificial language designed to serve
internationally as an auxiliary means of communication
among speakers of different languages. Esperanto, the
invention of Ludwig Zamenhof, a Polish-Jewish
ophthalmologist, was first presented in 1887. An
international movement to promote its use has continued
to flourish and has members in more than 80 countries.

B Esperanto is used internationally across language

boundaries by about one million people, particularly in
specialised fields. It is used in personal contacts, on radio
broadcasts, and in a number of publications as well as in
translations of both modern works and classics. Its
popularity has spread from Europe – both East and West –
to parts of Asia including Japan. Despite having no impact
on the neighbouring countries of Korea and Vietnam,
Esperanto has had its greatest impact in China, where it is
taught in universities and used in many translations (often
in scientific or technological works). El Popola Cinio, a
monthly magazine in Esperanto from the People’s Republic
of China, is read worldwide. Radio Beijing’s Esperanto
program is the most popular program in Esperanto in the
world.

C Esperanto’s vocabulary is drawn primarily from Latin, the

Romance languages, English and German. Spelling is
completely regular. A simple and consistent set of endings
indicates grammatical functions of words. Thus, for
example, every noun ends in –o, every adjective in –a, and
the infinitive of every verb in –i.

After you have done this, come back to the screen to compare
your skimming with how Rochelle, an IELTS teacher, skimmed
the passage. Remember it doesn’t matter if you didn’t
underline the same words as Rochelle. What she has done is a
good example.
Click on the button below and compare your skimming to how
Rochelle skimmed the passage.
You’ll notice that Rochelle has written the main
idea of each paragraph next to that paragraph. The
words that are underlined in the topic sentence are the key
words for the main idea of the paragraph. The key words
underlined in the rest of the paragraph either support or give
examples of the main idea.
Esperanto
A Esperanto is an artificial language designed to
serve internationally as an auxiliary means
of communication among speakers of different
languages.Esperanto, the invention of Ludwig
Zamenhof, a Polish-Jewish ophthalmologist,
was first presented in 1887.
An international movement to promote its use
has continued to flourish and has members
in more than 80 countries.

B Esperanto is used internationally across

language boundaries by about one million
people, particularly in specialised fields. It is
used in personal contacts, on radio broadcasts,
and in a number of publications as well as
in translations of both modern works and
classics. Its popularity has spread
from Europe – both East and West – to parts of
Asia including Japan. Despite having no impact
on the neighbouring countries
of Korea and Vietnam, Esperanto has had
its greatest impact in China, where it is taught
in universities and used in
many translations (often
in scientific or technological works). El Popola
Cinio, a monthly magazine in Esperanto from
the People’s Republic of China, is read
worldwide. Radio Beijing’s Esperanto
program is the most popular program in
Esperanto in the world.

C Esperanto’s vocabulary is drawn primarily from

Latin, the Romance languages, English and
German. Spelling is completely regular.
 A simpleand consistent set
of endings indicates grammatical functions of
words. Thus, for example, every noun ends in –
o, every adjective in –a, and the infinitive of
every verb in –i.

To answer Multiple Choice questions, follow this process:

Step 1
Go to the Multiple Choice question.
a. Read the question and all the options (A, B, C, D)
and underline the key words of both.
b. Keep the key words of the question in your mind.

Step 2
Go to the passage.
a. Review your skimming notes.
b. Locate the paragraph that relates to the key words
in the question.

Step 3
Go back to the Multiple Choice question options.
a. Look at each option (A, B, C, D) to see if the key
words from the option match any key words in the
paragraph.
b. Eliminate the options that don’t have words that
match the ideas of the paragraph.
c. Keep the key words from the remaining possible
options in your mind.
 Step 4
Go back to the passage.
a. Scan the paragraph for the key words from the
options.
b. When you locate these words (or their
synonyms), read intensively for detail.
c. Choose the best answer for the question.

Now let’s practise this process with the different types of

Multiple Choice questions.

Demonstrating the process: Standard Multiple Choice questions

Now let’s look at how Rochelle used the process to find the
answer to the Standard Multiple Choice question in the
passage Esperanto.
Question 1
Choose the correct letter A, B, C, or D.
1 Which description best describes Esperanto?
A a language which is similar to Chinese
B an old Latin language
C a language which was created as an international
language
D the native language of Ludwig Zamenhof
Read the process on the left, then click on the Notes on the
right to see what Rochelle did.

Step 1
Go to the Multiple Question 1
Choice question. Choose the correct letter A,
a. Read the question B, C, or D.
and all the options 1 Which description best
(A, B, C, D) describes Esperanto?
and underline the A a language which is similar
 key words of to Chinese
both. B an old Latin language
b. Keep the key words C a language which
of the question in was created as an
your mind. international language
D the native
language of Ludwig
Zamenhof
The key words of the
question
are describeand Esperanto
. Keep them in your mind.

Step 2
You should notice that
Go to the
Paragraph A has words and
passage.
ideas that relate to the key
a. Review words of the
your question, describe and E
skimmin speranto. These words
g notes. have been highlighted.
b. Locate
the
paragr
aph tha
t relates
to the Paragraph A
key Esperanto is an artificial language designed
words in to serve internationally as an auxiliary means
the of communication among speakers of
questio different languages. Esperanto, the
n. invention of Ludwig Zamenhof, a Polish-Jewish
ophthalmologist, was first presented
in 1887. An international movement to promote its
use has continued to flourish and has members
in more than 80 countries.
 Paragraph B is about
the uses of Esperantoand
Paragraph C
discusses spelling in Esperanto.
Therefore, we shouldn’t focus on these
paragraphs.

Step 3
Go back to the We can see that
Multiple Choice options C and D
question options. have key words
that match the
a. Look at each underlined key
option (A, B, C, words in Paragraph
D) to see if the A. These words
key words from have been highlighted. Note
the option that create is a synonym
match any key ofinvent.
words in the
paragraph. 1 Which description
b. Eliminate the best describes Esperanto?
options that C a language which was created
don’t have as an international language
words that D the native language of Ludwig
match the Zamenhof
ideas of the We can eliminate options A and
paragraph. B, as the key
c. Keep the key words Chinese and Latin don’t
words from the appear in Paragraph A.
remaining
possible A a language which is similar to
options in your Chinese
mind. B an old Latin language
Keep the key words from options
C and D in your
mind: created, international a
nd the name Ludwig
Zamenhof.
 Step 4
You should read
Go back to the
intensively the
passage.
following areas of the
a. Scan the paragraph with key
paragraph words from options C
for the key and D.
words from
Paragraph A
the options.
Esperanto is an artificial
b. When you
language designed to serve
locate these
internationally as an auxiliary
words (or
means
their
ofcommunication among speakers
synonyms), r
of different languages. Esperanto,
ead
the invention of Ludwig Zamenhof,
intensively
a Polish-Jewish ophthalmologist,
for detail.
was first presented
c. Choose the
in 1887. An internationalmovement
best answer
to promote its use has continued to
for the
flourish and has members in more
question.
than 80 countries.
You see that you can eliminate:
D the native language of Ludwig
Zamenhof
Because the reading passage says:
'Esperanto, the invention of Ludwig
Zamenhof, a Polish-Jewish
ophthalmologist, was first
presented in 1887'.
C a language which was created as
an international language
Option C is a good
choice because createdis a
synonym
of invention. Artificial and desig
ned, are also synonyms that tell us
that it is a language that was
created.
Therefore, on your answer sheet,
write:
 1 C

Hints for answering Multiple Choice questions

Rochelle is an IELTS teacher who has a few hints

to help you answer Multiple Choice questions.

1. You need to be able to recognise synonyms quickly.

When you are answering Multiple Choice questions you should
have possible synonyms in your mind. For example, in the topic
sentence of Paragraph A it describes Esperanto as an 'artificial'
language. You should immediately try to think of other words
that have the same meaning (fake, created, invented). Then,
when you read the Multiple Choice options (A B C D), words
with similar meaning will be easier to recognise.
2. Be careful of distracters
Distracters are answers that look like they are correct, but are
not. These distracters are included to test your ability to read
intensively to understand detail. Let’s look at an example of a
distracter:
The Multiple Choice question option contains similar key words
to the key words of the passage, but when you read intensively
you find those words are supporting a different idea to the
question. For example, in Question 1, the key words from
answer choice B old Latin language can be found in Paragraph
C of the passage. However, it can be eliminated because in
Paragraph C the writer refers to Latin as one source for the
vocabulary of Esperanto:
'Esperanto’s vocabulary is drawn primarily from Latin, the
Romance languages, English and German.'
It does not describe Esperanto as a Latin language.

Guided Activity - Standard Multiple Choice

questions
Use the process to answer the following Multiple Choice
question on the passage Migrant Labour.
Question 1
Choose the correct letter A, B, C, or D.
1 Cultivating crops is an example of
A economic growth
B stooped labour
C a typical job
D factory work.
Before you begin this Guided Activity, skim the extract in
your workbook to help you to answer the Multiple Choice
question.
While you skim:
 underline key words in the paragraphs and
 write the main idea of each paragraph next to the
paragraph.
If you would like to see Katrina's skimmed passage on screen,
click on the button below. The topic sentence of each
paragraph is highlighted to help you focus on it.
Migrant Labour
A Migrant workers, those workers who move repeatedly in
search of economic opportunity, typically perform society’s
temporary jobs. The migrant’s low paid work includes
‘stooped labour’ like cultivating crops, menial services such
as cleaning public restrooms, ‘sweatshop’ work such as
making apparel, and assembly line factory work like putting
together computer parts. Migrant workers are often pivotal
for economic growth.
B Until the twentieth century most migrant labour was
internal. For example, generations of former slaves from the
southern parts of the United States annually followed the
crops north. Recently, however, most migrant labour in
Europe and America has been external – that is, workers from
other countries.
C Migrant workers rarely understand the customs and language
of their host societies and are fre quently ill-housed,
malnourished, underpaid, and denied basic legal rights. Their
 children fall behind in school and are then apt to be put to
work in violation of child labour laws. Poor sanitation, unsafe
drinking water and overcrowded living conditions make
migrant labourers especially susceptible to contagious
disease. In the 1980s and 1990s their tuberculosis and
hepatitis rates far exceeded national norms. AIDS also spread
rapidly. In short, the lives of migrant workers tend to be less
comfortable and shorter that those of non-migrants.
D International economics determines where external migrants
go. In the 1940s, when railroad workers and farmhands went
off to fight in World War II, the United States reached an
agreement with Mexico to provide millions of temporary
Mexican migrants. In the postwar period, ‘guest workers’ from
southern Europe, Turkey and North Africa helped rebuild
north-western Europe. In the 1970s and 1980s the oil-rich
monarchs of Saudi Arabia and Kuwait flew Asians in to build
their new cities.

Click on the button below to compare your skimming to how

Katrina's skimmed the passage.
Migrant Labour
A Migrant workers, those workers who move
repeatedly in search ofeconomic opportunity,
typically perform society’s temporary jobs. The
migrant’s low paid work includes ‘stooped
labour’ like cultivating crops, menial
services such as cleaning public restrooms,
‘sweatshop’ work such as making apparel,
and assembly line factory work like putting
together computer parts. Migrant workers are
often pivotal for economic growth.
B Until the twentieth century most migrant
labour was internal. For example, generations
of former slaves from the southern parts of the
United States annually followed the crops
north. Recently, however, most migrant
labour in Europe and America has
 been external – that is, workers from other
countries.
C Migrant workers rarely
understand the customs and language of their
host societies and are frequently ill-housed,
malnourished, underpaid, and denied basic
legal rights. Their children fall
behind in school and are then apt to be put
to work in violation of child labour laws. Poor
sanitation, unsafe drinking water and
overcrowded living conditions make migrant
labourers especially susceptible to contagious
disease. In the 1980s and 1990s their
tuberculosis and hepatitis rates far exceeded
national norms. AIDS also spread rapidly. In
short, the lives of migrant workers tend to
beless comfortable and shorter that those of
non-migrants.
D International economics determines
where external migrants go. In the 1940s,
when railroad workers and farmhands went off
to fight in World War II, the United
States reached an agreement with Mexico to
provide millions of temporary Mexican
migrants. In the postwar period, ‘guest
workers’ from southern Europe,
Turkey and North Africa helped rebuild north-
western Europe. In the 1970s and 1980s the
oil-rich monarchs of Saudi Arabia and
Kuwait flew Asians in to build their new cities.

Let’s now answer Question 1 using the recommended process.

Step 1
Click on the key words in the Question
question and in the answer choices. 1
Choose the correct letter A, B, The key
C, or D. words of
1 Cultivating crops is an example of the
question
A economic growth are cultivating, crops
B stooped labours and example. Keep
C a typical job them in your mind.
D factory work
You should notice that
all four options have
key words that match
the underlined key
words in Paragraph A.
These words have been
underlined.
Choose the correct
letter A, B, C, or D
1 Cultivating crops
an example of
A economic growth
B stooped labours
C a typical job
D factory work

Step 2

Click on the paragraph Paragraph

which has words that A has the key
relate to the Key words in words and
the question. ideas related
to the key
Paragraph A words of the
Migrant workers, those question.
workers who move These words have been
repeatedly in search of highlighted.
economic opportunity,
typically perform society’s Paragraph A
temporary jobs. The Migrant workers,
migrant’s low paid work those workers who move
includes ‘stooped labour’ repeatedly in search
like cultivating crops, of economic opportunity,
menial services such as typically perform
cleaning public restrooms, society’s temporary jobs.
‘sweatshop’ work such as The migrant’s low paid
making apparel, and work includes ‘ stooped
assembly line factory work labour’ likecultivating
like putting together crops, menial
computer parts. Migrant services such as cleaning
workers are often pivotal public restrooms,
for economic growth. ‘sweatshop’ work such
Paragraph B as making apparel,
and assembly line factory
Until the twentieth century worklike putting together
most migrant labour was computer parts. Migrant
internal. For example, workers are often pivotal
generations of former for economic growth.
slaves from the southern
parts of the United States The word like is related to
annually followed the the word example in the
crops north. Recently, question andcultivating
however, most migrant crops is the same phrase
labour in Europe and as in the question.
America has been external Paragraph B contains the
– that is, workers from word cropsbut has no
other countries. other key words related to
the question, while the
other paragraphs have no
key words related to the
question at all.

Step 3
Paragraph A You should
Migrant workers, read
those workers who move intensively
repeatedly in search the following
of economic opportunity, area of the
typically perform paragraph
society’s temporary jobs. with key
The migrant’s low paid words from all the options.
work includes ‘stooped Paragraph A
labour’ like cultivating Migrant workers,
crops, menial those workers who move
services such as cleaning repeatedly in search
public restrooms, of economic opportunity,
‘sweatshop’work such typically perform
as making apparel, society’s temporary jobs.
and assembly line factory The migrant’s low paid
work like putting together work includes ‘stooped
computer parts. Migrant labour’ like cultivating
workers are often pivotal crops,menial
for economic growth. services such as cleaning
Click on the options public restrooms,
that you want to ‘sweatshop’ work such
eliminate. as making apparel,
1 Cultivating crops is an and assembly line factory
example of work like putting together
computer parts. Migrant
A economic growth workers are often pivotal
for economic growth.
B stooped labours You see that you
C a typical job can eliminate:
A economic growth
D factory work C a typical job
D factory work
Because the reading
passage says: 'The
migrant’s low paid work
includes stooped
labour like cultivating
crops.'.
 B stooped labour
This is a good
choice because the words
like and such as are
synonyms for an example.

Step 4

Enter the correct answer. 1 B

Standard Multiple Choice questions.

Read the passage Migrant Labour again and complete

the Standard Multiple Choice questions.
You will find the passage in your workbook. Alternatively, if
you would like to view the passage on screen, click on the
button below.
Migrant Labour
A Migrant workers, those workers who move repeatedly in
search of economic opportunity, typically perform society’s
temporary jobs. The migrant’s low paid work includes
‘stooped labour’ like cultivating crops, menial services such
as cleaning public restrooms, ‘sweatshop’ work such as
making apparel, and assembly line factory work like putting
together computer parts. Migrant workers are often pivotal
for economic growth.
B Until the twentieth century most migrant labour was internal.
For example, generations of former slaves from the southern
parts of the United States annually followed the crops north.
Recently, however, most migrant labour in Europe and
America has been external – that is, workers from other
countries.
C Migrant workers rarely understand the customs and language
of their host societies and are frequently ill-housed,
malnourished, underpaid, and denied basic legal rights. Their
children fall behind in school and are then apt to be put to
work in violation of child labour laws. Poor sanitation, unsafe
drinking water and overcrowded living conditions make
migrant labourers especially susceptible to contagious
disease. In the 1980s and 1990s their tuberculosis and
hepatitis rates far exceeded national norms. AIDS also spread
rapidly. In short, the lives of migrant workers tend to be less
comfortable and shorter that those of non-migrants.
D International economics determines where external migrants
go. In the 1940s, when railroad workers and farmhands went
off to fight in World War II, the United States reached an
agreement with Mexico to provide millions of temporary
Mexican migrants. In the post-war period, ‘guest workers’
from southern Europe, Turkey and North Africa helped rebuild
north-western Europe. In the 1970s and 1980s the oil-rich
monarchs of Saudi Arabia and Kuwait flew Asians in to build
their new cities.

Question 2
Choose the correct letter A, B, C, or D.
2 Migrant workers usually speak the language of their host society
A Very fluently
B Very poorly
C As well as their first language
D Quite well

Question 3
Choose the correct letter A, B, C, or D.
3 The flow of migrant workers generally relates to
 A War
B Labour laws
C Legal rights
D Economic needs

Let’s now practise answering Modified Multiple Choice

questions.

Demonstrating the Process: Modified Multiple Choice questions

Now let’s look at how Rochelle used the process to find the
answer to the Modified Multiple Choice question in the
passage Esperanto. Read the process on the left, then click on
the right to see what Rochelle did.
If you would like to view the skimmed version
of Esperanto again, click on the button below.
Esperanto
A Esperanto is an artificial language designed to
serve internationally as an auxiliary means
of communication among speakers of different
languages.Esperanto, the invention of Ludwig
Zamenhof, a Polish-Jewish ophthalmologist, was
first presented in 1887.
An international movement to promote its use
has continued to flourish and has members
in more than 80 countries.
B Esperanto is used internationally across
language boundaries by about one million
people, particularly in specialised fields. It is
used in personal contacts, on radio broadcasts,
and in a number of publications as well as
in translations of both modern works and
classics. Its popularity has spread from Europe –
both East and West – to parts of Asia
including Japan. Despite having no impact on the
neighbouring countries of Korea and Vietnam,
Esperanto has had its greatest impact in China,
where it is taught in universities and used in
many translations (often
 in scientific or technological works). El Popola
Cinio, a monthly magazine in Esperanto from the
People’s Republic of China, is read
worldwide. Radio Beijing’s Esperanto program is
the most popular program in Esperanto in the
world.
C Esperanto’s vocabulary is drawn primarily from
Latin, the Romance languages, English and
German. Spelling is completely regular.
A simple and consistent set
of endings indicates grammatical functions of
words. Thus, for example, every noun ends in –o,
every adjective in –a, and the infinitive of every
verb in –i.

Question 2
Choose TWO letters A-F.
2 Which TWO Asian countries mentioned in the
passage use Esperanto?
A Vietnam
B Japan
C Malaysia
D China
E Philippines
F Korea

Step 1
Go to the Multiple Choice Question 2
question. Choose TWO letters A-F.
a. Read 2 Which TWO Asian
the question and all countries mentioned in
the options(A, B, C, the passage use
D) and underline the Esperanto?
key words of both. A Vietnam
 b. Keep the key words of B Japan
the question in your C Malaysia
mind. D China
E Philippines
F Korea
The key words from the
question are TWO, Asian
countries,
use, and Esperanto.
Keep these words in your
mind.

Step 2
You should notice
Go to the
that Paragraph B has
passage.
words and ideas
a. Review that relate to the key
your words of the
skimmin question(Asian, use and
g notes. Esperanto). These words
b. Locate have been highlighted.
the
paragra
ph that Paragraph B
relates Esperanto is used internationally across
to the language boundaries by about one
key million people, particularly
words in in specialised fields. It is used
the in personal contacts,
question. on radiobroadcasts, and in a number
of publicationsas well as
in translations of both modern works
and classics. Its popularity has spread
from Europe – both East and West – to
parts of Asia including Japan. Despite
having no impact on the
neighbouring countries of Koreaand Viet
nam, Esperanto has had its greatest
impact in China,/span>, where it
is taught in universities and used in
 many translations(often
in scientific or technological works). El
Popola Cinio, a
monthly magazine inEsperanto from the
People’s Republic of China, is read
worldwide. Radio Beijing’s Esperanto
program is the most popularprogram in
Esperanto in the world.
Note that for this particular question,
which has simple answer choices of
country names, you should make a note
of the four Asian country names
mentioned (Japan, Korea, China,
and Vietnam.).

Step 3
Go back to the Multiple The
Choice question options. following
options
a. Look at each option (A, are possibl
B, C, D) to see if the e
key words from the answers be
option match any key cause they
words in the are the only Asian
paragraph. countries mentioned in
b. Eliminate the options Paragraph B.
that don’t have words
that match the ideas A Vietnam
of the paragraph. B Japan
c. Keep the key words D China
from the remaining F Korea
possible options in Keep these country
your mind. names in your mind.

Step 4
You should
Go back to the passage.
read
a. Scan the paragraph intensively
for the key words the following
 from the options. areas of Paragraph B which
b. When you locate discuss the four Asian
these words (or their countries to determine
synonyms), read which two
intensively for useEsperanto.
detail.
c. Choose the best Paragraph B
answer for the Esperanto is
question. used internationally across
language boundaries by
about one million people,
particularly in specialised
fields. It is used in personal
contacts,
on radiobroadcasts, and in
a number of publicationsas
well as in translations of
both modern works and
classics. Its popularity has
spreadfrom Europe – both
East and West – to parts of
Asia including Japan.
Despite having no impact
on the neighbouring
countries
of Koreaand Vietnam,
Esperanto has had
its greatest
impact in China, where it
is taught in
universities and used in
many translations(often
in scientific or technologica
l works). El Popola Cinio, a
monthly magazine in
Esperanto from the
People’s Republic of China,
is read worldwide. Radio
Beijing’s Esperanto
program is the
most popularprogram in
Esperanto in the world.
 You can eliminate
A Vietnam
F Korea Because the
passage says that
Esperanto is not used in
these countries (i.e., ‘…
having no impact on…
Korea and Vietnam…’’).
This leaves us with two
answers, which is what we
need to answer Question 2.
B Japan
D China
Therefore, on your answer
sheet, write:
2 BD

Note that you must write BOTH answers on the same line to
get the correct answer.
Note, too, that you can also write your answer in the following
way and it will still be marked correct.
2 BD

Guided Activity – Modified Multiple Choice

questions

Now you try!

Now use the process to answer the following Modified Multiple
Choice question on the passage Health Effects of Systemic
Poisons.
Question 1
Choose TWO letters A-E.
1 Which TWO of the following best describe the
ways poisons are absorbed by plant tissues?
A absorption through root system
 B contamination by vegetable matter
C poisons land in soils
D entry through leaves
E gravity and rainfall

Before you begin this Guided Activity, skim the extract

below to help you answer the question. While you skim:
 make note of the key words in the paragraphs and
 make note of the main idea of each paragraph.

Health Effects of Systemic Poisons

A Although the detrimental effects of systemic poisons such
as lead have been known for many years, it is only recently
that cadmium and mercury have been recognised as equally
damaging toxic agents. The absorption of such metal toxins
via the food chain is a common means of poisoning.
B After emission from industrial smokestacks or car exhausts,
gravity and rainfall return the toxin-containing pollutants to
earth. They may then be absorbed by plants in two possible
ways. Where metal poisons have landed in the surrounding
soil, the plant’s root system absorbs them and distributes
them throughout the plant’s tissues. Toxins may also fall
directly onto leaves and enter through stomata on the
leaves. When vegetable matter has been contaminated in
this way and is subsequently ingested by humans or
animals, the gastrointestinal tract becomes the main
pathway for the toxins’ entry into the bloodstream.
Click on the button below to compare your skimming to how
Katrina skimmed the passage. The topic sentence of each
paragraph is highlighted to help you focus on it.
Health Effects of Systemic Poisons
A Although the detrimental effects of systemic
poisons such as lead have been known for many
years, it is
only recently that cadmium and mercury have
been recognised as equally damaging toxic
agents. The absorption of such metal
 toxins via the food chain is a common means
of poisoning.
B After emission from industrial
smokestacks or car exhausts, gravity andrainfall
return the toxin-containing pollutants to
earth. They may then
be absorbed by plants in two possible ways.
Where metal poisons have landed in
the surrounding soil, the plant’s root system
absorbs them and distributesthem throughout
the plant’s tissues. Toxins may also fall
directly onto
leavesand enter through stomata on the leaves.
When vegetable matter has
been contaminated in this way and is
subsequently ingested by humans or animals,
the gastrointestinal tract becomes the
main pathway for the toxins’ entry into
the bloodstream.

Let’s now answer Question 1 using the recommended process.

Step 1

Click on the key words in Question

the question and in the 1
answer choices. The key
Question 1 words
Choose TWO letters A-E. from the
question
1 Which TWO of are TWO, describe, w
the following bestdescribe t ays, poisons, absorbe
he ways poisons are absorb d by, and plant
ed by plant tissues? tissues. Keep these
A absorption through root words in your mind.
system Question 1
B contamination by vegetab
le matter Choose TWO letters A-
C poisons land in soils E.
D entry through leaves 1 Which TWO of the
E gravity and rainfall following
best describe the ways
poisons are absorbed
by plant tissues?
A absorption
through root system
B contamination by veg
etable matter
C poisons land in soils
D entry through leaves
E gravity and rainfall

Step 2

Click on the You should notice

paragraph that Paragraph B has
that relates words and ideas that
to the key relate to the key
words in words of the question
the (two , describe, ways, p
question. oiso ns, absorbed by,
and plant tissues). These words have
Paragraph been highlighted.
A Paragraph B
Although the After emission from industrial
detrimental smokestacks or car
effects of exhausts, gravityand rainfall return the
systemic toxin-containing pollutants to earth.
poisons such They may then
as lead have be absorbed by plants in two possible
been known ways. Where metal poisons have
for many landed in the surrounding soil,
years, it is the plant’s root system absorbs them
only recently and distributesthem throughout
that the plant’s tissues. Toxins may also fall
cadmium directly onto
and mercury leavesand enter through stomata on
have been the leaves. When vegetable matter has
recognised been contaminated in this way and is
as equally subsequently ingested by humans or a
damaging nimals, the gastrointestinal
toxic agents. tractbecomes the main pathway for
The the toxins’ entry into the bloodstream.
absorption of
such metal
toxins via
the food
chain is a
common
means of
poisoning.
Paragraph
B
After
emission
from
industrial
smokestacks
or car
exhausts,
gravity and
rainfall
return the
toxin-
containing
pollutants to
earth. They
may then be
absorbed by
plants in two
possible
ways. Where
metal
poisons have
landed in the
surrounding
soil, the
plant’s root
system
absorbs
them and
distributes
them
throughout
the plant’s
tissues.
Toxins may
also fall
directly onto
leaves and
enter
through
stomata on
the leaves.
When
vegetable
matter has
been
contaminate
d in this way
and is
subsequently
ingested by
humans or
animals, the
gastrointesti
nal tract
becomes the
main
pathway for
the toxins’
entry into
the
bloodstream.

Step 3
Eliminate the You should notice
options that that all five options
don't have words have key words that
that match the match the
ideas of the underlined key
paragraph. words in Paragraph
B. These words
A absorption have been highlighted.
through root a. absorption through root
system system
b. contamination by vegetable
B contamination matter
by vegetable c. poisons land in soils
matter d. entry through leaves
e. gravity and rainfall
C poisons land
in soils Keep the key words in your mind.

D entry through
leaves

E gravity and
rainfall

Step 4

Enter You should read intensively the

the following area of Paragraph B
correct which describes the two ways
answer. poisons are absorbed by plant
tissues.
1
Paragraph B
After emission from industrial
smokestacks or car
exhausts, gravityand rainfall return the
toxin-containingpollutants to earth. They
may then
beabsorbed by plants in two possibleways.
Where metal poisons have landed in
the surrounding soil, the plant’s root system
absorbs them and distributesthem
throughout the plant’s tissues.Toxins may
also fall directly onto
leavesand enter through stomata on the
leaves. When vegetable matter has
been contaminated in this way and is
subsequently ingested by humans or animal
s, the gastrointestinal tractbecomes the
main pathway for the toxins’ entry into
the bloodstream.
You can eliminate:
B contamination by vegetable matter
C poisons land in soils
E gravity and rainfall
Because the reading passage says:
They may then
be absorbed by plants in two possible
ways. (1)Where metal poisons have landed
in the surrounding soil, the plant’s root
system absorbsthem and distributes them
throughout the plant’s tissues.
(2)Toxins may also fall directly onto
leaves and enterthrough stomata on the
leaves.
The best options that answer the question
are:
A absorption through root system
D entry through leaves.
Therefore, on your answer sheet, write:
1 AD

Note that you must write BOTHanswers on

the same line to get the correct answer.
Note, too, that you can also write your
answer in the following way and it will still
 be marked correct.
2 DA

5.1 Modified Multiple Choice questions

Do this activity in your

workbook.
Read an extract of the passage Health Effects of Systemic
Poisons (P6) and complete the Modified Multiple Choice
questions below.
When you have finished, click on the Check button to check
your answers.
If you would like to view the reading passage on screen, click
on the button below.
Health Effects of Systemic Poisons
C The intestinal section located between the upper-bowel
tract and the stomach is lined with many finger-like
projections of mucous membrane, known as ‘villi’. The villi
are surrounded by capillary blood vessels, whose function is
to absorb the products of digestion. Soluble poisons are
rapidly absorbed by the villi into the bloodstream. In the
case of lead poisoning, this results in a wide variety of
effects on the blood-forming mechanism, the
gastrointestinal tract and the central nervous system.
D The passage of non-soluble poisons through the digestive
system stimulates mucous-producing glands in the stomach
and bowel. The production of mucus then induces spastic
movements of the stomach which may result in the
expulsion of the toxins by vomiting or as fecal matter via
the lower intestine. The ingestions of non-soluble toxins is
associated with fecal blood, diarrhoea and constipation.

Questions 2-3
 Choose TWO letters A-E.
Which TWO of the following are results of
consuming non-soluble poisons?
A fecal blood
B digestive system
C mucous-producing glands
D lower intestine
E diarrhoea
2 The correct answer is A. The answer can be found in the last
sentence of Paragraph B: ‘The ingestions of non-soluble toxins
is associated with fecal blood, diarrhoea and constipation’.
3 The correct answer is E. The answer can be found in the last
sentence of Paragraph B: ‘The ingestions of non-soluble toxins
is associated with fecal blood, diarrhoea and constipation.’
On your answer sheet, you should write:
2 A

3 E

Note that you must write ONE answer on each line to get the
correct answer.
Note, too, that you can also write your answer in the following
way and it will still be marked correct.
2 E

3 A

Let's practise doing both types of Multiple Choice questions.

5.2 Standard and Modified Multiple Choice

questions

Do this activity in your

workbook.
Read the first five paragraphs of the reading passage The
Rush ( P9) in your workbook and answer the two Multiple
Choice questions below. When you have finished, click on
the Check button to check your answers.
If you would like to view the passage on the screen, click on the
button below.
The Rush
A Lying, huddled in his sleeping bag, Bernard Peters listens to
the howling wind buffeting the walls of his tent. In the
distance, the occasional sound of falling ice and rock,
rumbles into the valley below. After initially falling asleep
quite quickly at around 9pm, the sound of the gale tearing
through the mountain peaks has kept him awake for the
past 2 hours. He glances at his watch. It is now 3 am. Only
two more hours of sleep and it will be time to continue his
assault on Mount Manaslu, the eighth highest mountain in
the world standing at a daunting 8163 metres, just 685
metres lower than nearby Mount Everest.
B Bernard is part of an ever-growing group of people addicted
to so-called ‘extreme’ sports. These sports, which include
activities such as mountain climbing, scuba diving, bungie
jumping and sky diving, challenge the individual to push
themself to and beyond their physical and psychological
limit. The aim of performing such death defying feats is not
to further science or for the discovery of anything that could
benefit humanity. If asked, participants of such activities will
tell you they are there for ‘the rush’.
C This ‘rush’ they refer to is actually the biological
phenomenon of the release of adrenaline into the blood.
Adrenaline is a chemical produced by the body in the
adrenal glands, located above the kidneys. According to
Professor Vice of Alablast University, when people find
themselves in a stressful situation, the glands release
adrenaline into the bloodstream, where it provides the body
with a sudden surge of energy. This causes the heart rate
and body temperature to increase and senses such as sight
and smell to become more sensitive whilst reducing pain
receptors. Blood is drawn into the body core, so that if the
skin is cut open, there will be less bleeding and the muscles
of the body tighten ready for use. Professor Vice says that
these reactions are the body’s way of preparing the
individual to deal with their source of stress.
D In daily life adrenaline provides people with the extra
energy needed to deal with stressful and potentially
dangerous situations. If someone, for example, found
themself in a dark street facing a person with a large knife,
adrenaline would provide the burst of energy and
heightened concentration required for them to deal with the
situation and hopefully escape from their potential attacker.
The power of this chemical cannot be doubted with doctors
using it on patients as a natural treatment for pain and as a
sedative, injecting adrenaline directly into patients suffering
from severe stress disorders and insomnia. There are also
various accounts of people performing super human feats,
such as leaping over high walls under the influence of
adrenaline.
E Psychologist Alfred Ryan, in his recent study on the effects
of adrenaline, has shown that many of the people who take
part in extreme sports become addicted to the natural high
they get from the adrenaline released into their
bloodstream. “The result is, they push themselves to
perform increasingly risky feats trying overcome their
natural fear barriers.” Some actually refer to themselves as
‘adrenaline junkies’, literally living their lives in pursuit of
the state of euphoria they get from putting their life on the
edge.

Question 1
Choose THREE letters A – F .
1 Which THREE problems do doctors use
adrenaline for?
A poor sports performance
B pain
C stress
D reduced concentration
E inability to sleep
F lack of energy
1 The correct answer is B, C, E. You find the answer in
Paragraph D, when the writer states, ‘ The power of this
chemical cannot be doubted with doctors using it on patients as
a natural treatment for pain and as a sedative, injecting
adrenaline directly into patients suffering from severe stress
disorders and insomnia.’ In
On your answer sheet, you should write:
1 B, C, E

Note, too, that you can also write your answer in the following
ways and it will still bemarked correct.
1 C, E, B

or
1 E, B, C

Question 2
Choose the correct letter A, B, C or D.
2 Extreme sports can be addictive because they
A are physically challenging.
B push individuals mentally.
C stimulate adrenaline production.
D encourage personal discovery.
2 The correct answer is C. You find the answer in Paragraph E,
when the writer says, ‘Psychologist Alfred Ryan, in his recent
study on the effects of adrenaline, has shown that many of the
people who take part in extreme sports become addicted to
the natural high they get from the adrenaline released
into their bloodstream.’
Note that this is a Standard Multiple Choice question which
requires only one answer.

Now let’s move on to another type of Specific Information

question - Information Location questions.
Information Location questions
Information Location questions are a challenging IELTS Reading
test question type, as they ask you to identify a type of
information in the passage.
Let’s look at example Information Location questions.
Example

Questions 1 – 7
The passage has 8 paragraphs labelled A – H.
Which paragraph contains the following information?
NB You may use any letter more than once.
1 a description of mountain climbing
2 an explanation of a physiological occurrence
3 examples of extreme sports
4 possible causes of accidents mountain climbing
5 an effect of ‘the rush’
6 a reason for continuing extreme sports
7 a prediction of future mountain climbing tragedies

You can see from the example that Information Location

questions ask you to find a type of information in one of the
paragraphs of the passage (i.e., your answer will be a letter of
one of the paragraphs). Common types of information that you
are asked to identify are:
 a description or  a problem
an account  a solution
 an explanation  a comparison
or a definition  an analysis
 an example /  a
examples recommendatio
 a reason n
/reasons
 a cause
 an effect
 a prediction
Click on the links above to see examples of some of these types
of information in IELTS reading passages.

Answers for Information Location questions

Your answers for the Information Location questions are the
letters of the paragraph where the type of information is
located. Look at the answers below for the Information Location
questions we have just looked at.
Questions 1 – 7
The passage has 8 paragraphs labelled A – H .
Which paragraph contains the following
information?
NB You may use any letter more than once.
1 a description of mountain climbing … A…(i.e.,
Paragraph A)
2 an explanation of a physiological occurrence
… C…
3 examples of extreme sports … B…
4 causes of mountain climbing accidents … G…
5 an effect of ‘the rush’ … E…
6 a reason for continuing extreme sports … G…
7 a prediction of future mountain climbing
tragedies … G…
Note that the order of the Information Location questions does
not follow the order of the paragraphs. If the questions were in
order, it would be too easy!
If you would like to view the entire passage The Rush with the
location of the information we have just looked at highlighted,
click on the button below.
The Rush
A Lying, huddled in his sleeping bag, Bernard Peters listens to
the howling wind buffeting the walls of his tent. In the
distance, the occasional sound of falling ice and rock,
rumbles into the valley below. After initially falling asleep
quite quickly at around 9pm, the sound of the gale tearing
through the mountain peaks has kept him awake for the
past 2 hours. He glances at his watch. It is now 3 am. Only
two more hours of sleep and it will be time to continue his
assault on Mount Manaslu, the eighth highest mountain in
the world standing at a daunting 8163 metres, just 685
metres lower than nearby Mount Everest. ( a
description/an account)
B Bernard is part of an ever-growing group of people addicted
to so-called ‘extreme’ sports. These sports, which include
activities such as mountain climbing, scuba diving, bungie
jumping and sky diving, ( examples)
challenge the individual to push themself to and beyond
their physical and psychological limit. The aim of performing
such death defying feats is not to further science or for the
discovery of anything that could benefit humanity. If asked,
participants of such activities will tell you they are there for
‘the rush’.
C This ‘rush’ they refer to is actually the biological
phenomenon of the release of adrenaline into the blood.
( an explanation/ a definition) Adrenaline is a chemical
produced by the body in the adrenal glands, located above
the kidneys. According to Professor Vice of Alablast
University, when people find themselves in a stressful
situation, the glands release adrenaline into the
bloodstream, where it provides the body with a sudden
surge of energy. This causes the heart rate and body
temperature to increase and senses such as sight and smell
to become more sensitive whilst reducing pain receptors.
Blood is drawn into the body core, so that if the skin is cut
open, there will be less bleeding and the muscles of the
body tighten ready for use. Professor Vice says that these
reactions are the body’s way of preparing the individual to
deal with their source of stress.
D In daily life adrenaline provides people with the extra
energy needed to deal with stressful and potentially
dangerous situations. If someone, for example, found
themself in a dark street facing a person with a large knife,
adrenaline would provide the burst of energy and
heightened concentration required for them to deal with the
situation and hopefully escape from their potential attacker.
The power of this chemical cannot be doubted with doctors
using it on patients as a natural treatment for pain and as a
sedative, injecting adrenaline directly into patients suffering
from severe stress disorders. There are also various
accounts of people performing super human feats, such as
leaping over high walls under the influence of adrenaline.
E Psychologist Alfred Ryan, in his recent study on the effects
of adrenaline, has shown that many of the people who take
part in extreme sports become addicted to the natural high
they get from the adrenaline released into their
bloodstream. “The result is, they push themselves to
perform increasingly risky feats trying overcome their
natural fear barriers.” Some actually refer to themselves as
‘adrenaline junkies’, literally living their lives in pursuit of
the state of euphoria they get from putting their life on the
edge. ( an effect)
F Such pursuits, however, do not come cheap. Each event
involves a long shopping list of expensive equipment and the
costs of transport and accommodation in exotic locations,
leaving the more extreme expeditions open only to affluent
members of society. Bernard acknowledges that if it wasn’t
for his high income as the head of a medical research project
at Michou University, he would not be able to pursue his love
for the extreme. “I would also love to get married, but right
now I just don’t have time to think about a serious
relationship. This year I am climbing the Himalayas. Next
summer I am off to South Africa to swim with great white
sharks. After that I hope to do some skiing in the Andes.” The
list of ‘things to do’ goes on, with all the places and events
being as high, new and dangerous as possible.
G Bernard admits that his love affair with danger is not to be
taken lightly. Just last year, one of his best friends died trying
to reach the top of Mount Everest. “I am sad he is gone, but
we all have to die some day. I have peace knowing that
climbing a mountain is how he would have wanted to go. ”
Sadly his friend will not be the last life claimed in an attempt
to reach the top of the highest mound of rock and ice on the
planet, where an average of seven people die every year ( a
prediction) . Despite the amount of planning, training and
equipment that go into such expeditions, there are always
unpredictable variables, such as sudden changes in weather,
equipment failure and injury. ( a cause) Bernard rationalises
the risks he takes by stating that all things in life require
risks. “Just by trying to cross a road there is the risk you will
be hit by a car. Life is short, and I intend to make the most of
 it”, he says. ( a reason)
H After almost 2 years of planning, one million dollars to cover
costs and intense physical effort, Bernard and his team finally
sit on the top of Mount Manaslu. The climax of their journey
lasts for a brief 30 minutes before they begin the four-day
journey back down the mountain, facing further potential
danger. Yet, there are no regrets, whatever the outcome.
They are willing to risk death for a fleeting glimpse of feeling
alive.

Now let’s look at the process you should use for answering
Information Location questions.

The Process: Information Location questions

To answer Information Location questions you need to follow
this process:
Step 1
Go to the Information Location questions.
a. Underline the location word (e.g., a prediction)
in each question.
b. Underline the other key words in the
questions (e.g., a prediction of future
mountain climbing tragedies).
c. Go back to Question 1 and read it
carefully. Keep the location word and other key
words in your mind.

Step 2
Go to the passage.
a. Scan your skimming notes and the paragraphs
for synonyms of (or words related to) the location
word. (e.g., if the location word is a prediction,
key location words to scan for are ‘will’ ‘might’
‘in the future’).
 b. When you find words related to the location
word, scan the paragraph(s) for the other key
words in the question or their synonyms (e.g., the
words future mountain climbing tragedy or
their synonyms) You might find more than one
paragraph has these key words.
c. Read intensively the part of each paragraph
containing these key words to determine if it
contains the type of information you need
to locate.
d. Choose the paragraph where the type of
information is located.
e. Write the letter of the paragraph on your Answer
Sheet.

Demonstrating the Process: Information Location questions

Now let’s look at how Siddhi, another IELTS teacher, used the
process to find the answer to Information Location Question 1
from the passage Endangered Languages.
Before we look at how Siddhi answered Question 1, you
need to skim the passage Endangered Languages in your
workbook. While you skim:
 underline key words in the paragraphs and
 write the main idea of each paragraph next to the
paragraph.
If you would like to see the extract on screen, click on the
button below. The topic sentence of each paragraph is
highlighted to help you focus on it.
Endangered Languages
A Ten years ago Michael Krauss sent a shudder through the
discipline of linguistics with his prediction that half of the
6,000 or so languages spoken in the world would cease to
be uttered within a century. This prediction was based
upon the fact that many of the world’s languages were
rapidly falling from use. In essence, younger generations
are not being taught how to speak their local language or
dialect and many indigenous communities have resorted
to speaking the dominant language. Krauss maintained
 that unless scientists and community leaders directed a
worldwide effort to stabilize the decline and conserve
these endangered local languages, nine-tenths of the
linguistic diversity of humankind would probably be
doomed to extinction.

B Krauss’s prediction was little more than an educated

guess, but other respected linguists had been expressing
similar alarm. Kennith L. Hale of the Massachusetts
Institute of Technology has stated that eight languages on
which he has done fieldwork have since passed into
extinction. A 1990 survey in Australia found that 70 of the
90 surviving Aboriginal languages were no longer used
regularly by all age groups. The same was true for all but
20 of the 175 Native American languages spoken in the
U.S.

C On the face of it, the consolidation of human language

might seem like a good trend, one that could ease ethnic
tensions and aid global commerce. Linguists don’t deny
those benefits, and they acknowledge that in most cases
small communities choose (often unconsciously) to switch
to the majority language because they believe it will boost
their social or economic status.

D Many experts in the field nonetheless mourn the loss of

rare languages, for several reasons. To start, there is
scientific self-interest: some of the most basic questions in
linguistics have to do with the limits of human speech,
which are far from fully explored. Many researchers would
like to know which structural elements of grammar and
vocabulary – if any – are truly universal and probably
therefore hardwired into the human brain. Other scientists
try to reconstruct ancient migration patterns by comparing
borrowed words that appear in otherwise unrelated
languages. In each of these cases, the wider portfolio of
languages you study, the more likely you are to get the
right answers. “I think the value is mostly in human
terms,” says James A. Matisoff, a specialist in rare Asian
languages at the University of California at Berkeley.
“Language is the most important element in the culture of
 a community. When it dies, you lose the special
knowledge of that culture and a unique window on the
world.”

E However, it is not all bad news. Just because a speech

community is small does not mean it is doomed. At last
report, Akira Yamamoto of the University of Kansas in the
United States, there were just 185 people who spoke
Karitiana. But they all lived in the same village in Brazil,
which had just 191 inhabitants. So more than 96 percent
of the population was still speaking the language and
teaching it to their children. Because surveys of
endangered languages tend to look only at the number of
speakers, “there has been a history of linguists predicting
the death of languages only to return 20 years laer to find
them still there,” says Patrick McConvell of the Australian
Institute of Aboriginal and Torres Strait Islander Studies in
Canberra.

F One factor that always seems to occur in the demise of a

language, according to theorist Hans-Jurgen Sasse of the
University of Cologne in Germany, is that the speakers
begin to have “collective doubts about the usefulness of
language loyalty.” Once they start regarding their own
language as inferior to the majority language, people stop
using it for all situations. Kids pick up on the attitude and
prefer the dominant language. “In many cases, people don’t
notice until they suddenly realize that their kids never speak
the language, even at home,” says Douglas H. Whalen of
Yale University in the United States. This is how Cornish and
some dialects of Scottish Gaelic slipped into extinction. And
it is why Irish Gaelic is still only rarely used for daily home
life in Ireland, 80 years after the republic was founded with
Irish as its first official language.
G “Ultimately, the answer to the problem of language
extinction is multilingualism,” Matisoff argues, and many
linguists agree. “Even uneducated people in the world speak
more than one tongue, and in places such as Cameroon
(279 languages), Papua New Guinea (823) and India (387) it
is common to speak three or four distinct languages and a
dialect or two as well.
H “Many Americans, and Canadians to the west of Quebec,
have a gut reaction that anyone speaking another language
in front of them is committing an immoral act,” Grimes
observes. “You get the same reaction in Australia and
Russia. It is no coincidence that these are the areas where
languages are disappearing the fastest.” The first step in
saving dying languages is to persuade the world’s majorities
to allow the minorities among them to speak with their own
voices.
adapted with permission from Gibbs, W.W., 'Endangered
Languages', Scientific American, July 2002.

Now click on the button below to compare your skimming to

how Siddhi skimmed the passage.
Endangered Languages
A Ten years ago Michael Krauss sent a shudder
through the discipline oflinguistics with
his prediction that half of the 6,000 or
so languages spoken in the world would cease
to be uttered within a century. This prediction
was based upon the fact that many of the
world’s languages were rapidly falling from use.
In essence, younger generations are not being
taught how to speak their local language or
dialect and many indigenous communities have
resorted to speaking the dominant language.
Krauss maintained that unless scientists and
community leaders directed a worldwide effort
to stabilize the decline and conserve these
endangered local languages, nine-tenths of the
linguistic diversity of humankind would
probably be doomed to extinction.
B Krauss’s prediction was little more than an
educated guess, but other respected linguists
had been expressing similar alarm. Kennith L.
Hale of the Massachusetts Institute of
Technology has stated that eight languages on
which he has done fieldwork have since passed
into extinction. A 1990 survey in Australia found
that 70 of the 90 surviving Aboriginal
languageswere no longer used regularly by all
 age groups. The same was true for all but 20 of
the 175 Native American languages spoken in
the U.S.
C On the face of it, the consolidation of human
language might seem like agood trend, one that
could ease ethnic tensions and aid global
commerce. Linguists don’t deny those benefits,
and they acknowledge that in most cases small
communities choose (often unconsciously) to
switch to the majority language because they
believe it will boost their social or economic
status.
D Many experts in the field nonetheless mourn
the loss of rare languages, for
several reasons. To start, there is scientific
self-interest: some of the most basic
questions in linguistics have to do with the
limits of human speech, which are far from
fully explored. Many researchers would like to
know which structural elements of grammar
and vocabulary – if any – are truly
universal and probably therefore hardwired
into the human brain. Other scientists try to
reconstruct ancient migration patterns by
comparing borrowed words that appear in
otherwise unrelated languages. In each of
these cases, the wider portfolio of languages
you study, the more likely you are to get the
right answers. “I think the value is mostly
in human terms,” says James A. Matisoff, a
specialist in rare Asian languages at the
University of California at Berkeley.
“Language is the most important element in
the culture of a community. When it dies,
you lose the special knowledge of
that culture and a unique window on the
world.”

E However, it is not all bad news. Just because a

speech community is small does not mean it
is doomed. At last report, Akira Yamamoto of
 the University of Kansas in the United States,
there were just 185 people who spoke
Karitiana. But they all lived in the same village
in Brazil, which had just 191 inhabitants.
So more than 96 percent of
the population was still speaking the language
and teaching it to their children.
Because surveys of endangered languages tend
to look only at the number of speakers, “there
has been a history of linguists predicting the
death of languages only to return 20 years laer
to find them still there,” says Patrick McConvell
of the Australian Institute of Aboriginal and
Torres Strait Islander Studies in Canberra.
F One factor that always seems to occur in
the demise of a language, according to theorist
Hans-Jurgen Sasse of the University of Cologne
in Germany, is that the speakers begin to have
“collective doubts about theusefulness of
language loyalty.” Once they start regarding
their own language as inferior to the majority
language, people stop using it for all situations.
Kids pick up on the attitude and prefer the
dominant language. “In many cases, people
don’t notice until they suddenly realize that
their kids never speak the language, even at
home,” says Douglas H. Whalen of Yale
University in the United States. This is
how Cornish and some dialects of Scottish
Gaelic slipped into extinction. And it is why Irish
Gaelic is still only rarely used for daily home life
in Ireland, 80 years after the republic was
founded with Irish as its first official language.
G “Ultimately, the answer to
the problem of language
extinction ismultilingualism,” Matisoff argues,
and many linguists agree. “Even uneducated
people in the world speak more than one
tongue, and in places such as Cameroon (279
languages), Papua New Guinea (823) and India
(387) it is common to speak three or four
 distinct languages and a dialect or two as well.
H “Many Americans, and Canadians to the west of
Quebec, have a gut reaction that
anyone speaking another language in front of
them is committing an immoral act,” Grimes
observes. “You get the same reaction
in Australia and Russia. It is no coincidence that
these are the areas where languages are
disappearing the fastest.” The first step
in saving dying languages is topersuade the
world’s majorities to allow the minorities among
them to speak with their own voices.
adapted with permission from Gibbs, W.W., 'Endangered
Languages', Scientific American, July 2002.

Now let’s see how Siddhi answered Information Location

Question 1. Read the process on the left, then click on the right
to see Siddhi's notes.
Step 1
a. 1 a cause of the loss of
Go to the Information language
Location questions. 2 a reason for the study of
a. Underline linguistics
the location b. 1 a cause of the loss of
word (e.g., a language
prediction) in each 2 a reason for the study of
question. linguistics
b. Underline the other c. 1 a cause of the loss of
key words in the language
questions. Keep the location
c. Go back to Question word cause and the key
1 and read it words loss of language in
carefully. Keep the your mind.
location word and
other key words in
your mind.

Step 2
When we scan the passage with
Go to the the skimming notes to the right, we
passage. find that Paragraph Fhas a
a. Scan your synonym of the location word a
skimming cause in the first sentence (a
notes and factor) and in the skimming notes
the (a reason).
paragraph It also has words related to the other
s for key words in the question: demise of
synonyms a language for loss of language.
of (or
words
Paragraph F
related to)
the One factor that always seems to
location occur in the demise of a language,
word. according to theorist Hans-Jurgen
Sasse of the University of Cologne in
b. When you
Germany, is that the speakers begin
find words
to have “collective doubts about
related to
the usefulness of language loyalty.”
the location
Once they start regarding their own
word, scan
language as inferior to the majority
the
language, people stop using it for all
paragraph(s
situations. Kids pick up on the
) for the
attitude and prefer the dominant
other key
language……
words in
the
question or
their
synonyms.
You might find
more than one
paragraph has
these key
words.

c. Read
intensive c. In this case, we need to
ly the part determine if Paragraph F
of each discusses a cause of the loss of
 paragraph language.
containing
these key
Paragraph F
words
to determ F One factor that always seems to
ine if it occur in the demise of a
contains language, according to theorist
the type Hans-Jurgen Sasse of the University
of of Cologne in Germany, is that
informati the speakers begin to have
on you “collective doubts about the
need to usefulness of language loyalty.”
locate. Once they start regarding their own
language as inferior to the majority
language, people stop using it for all
situations. Kids pick up on the
attitude and prefer the dominant
language.
You can see from the highlighted
sections that a cause for the loss of
language (‘one factor in the demise
of a language’) is that speakers of
the language begin to doubt the
usefulness of their language, seeing
the majority language as more
useful and, hence, superior.

d. Choose the
paragraph where We can see that Paragraph
the type of F contains the type of
information is information that we are looking
located. for.
e. Write the letter of the Therefore, on your Answer
paragraph on your Sheet, write:
Answer Sheet. 1 F

Guided Activity – Information Location questions

Now you try!

Now use the Process to answer Question 2 on the
passage Endangered Languages.
Questions 1-2
The passage has 8 paragraphs labelled A – H.
Which paragraph contains the following
information?
NB You may use any letter more than once.
1 a cause of the loss of language
2 a reason for the study of linguistics
You will find the passage Endangered Languages in your
workbook. Alternatively, if you would like to view the
skimmed passage on screen, click on the button below.
Endangered Languages
A Ten years ago Michael Krauss sent a shudder
through the discipline oflinguistics with
his prediction that half of the 6,000 or
so languages spoken in the world would cease
to be uttered within a century. This prediction
was based upon the fact that many of the
world’s languages were rapidly falling from use.
In essence, younger generations are not being
taught how to speak their local language or
dialect and many indigenous communities have
resorted to speaking the dominant language.
Krauss maintained that unless scientists and
community leaders directed a worldwide effort
to stabalise the decline and conserve these
endangered local languages, nine-tenths of the
linguistic diversity of humankind would
probably be doomed to extinction.

B Krauss’s prediction was little more than an

educated guess, but other respected linguists
had been expressing similar alarm. Kennith L.
Hale of the Massachusetts Institute of
Technology has stated that eight languages on
which he has done fieldwork have since passed
 into extinction. A 1990 survey in Australia
found that 70 of the 90 surviving Aboriginal
languageswere no longer used regularly by all
age groups. The same was true for all but 20 of
the 175 Native American languages spoken in
the U.S.

C On the face of it, the consolidation of human

language might seem like agood trend, one
that could ease ethnic tensions and aid global
commerce. Linguists don’t deny those benefits,
and they acknowledge that in most cases small
communities choose (often unconsciously) to
switch to the majority language because they
believe it will boost their social or economic
status.

D Many experts in the field nonetheless mourn

the loss of rare languages, for
several reasons. To start, there is scientific
self-interest: some of the most basic
questions in linguistics have to do with the
limits of human speech, which are far from
fully explored. Many researchers would like to
know which structural elements of grammar
and vocabulary – if any – are truly
universal and probably therefore hardwired
into the human brain. Other scientists try to
reconstruct ancient migration patterns by
comparing borrowed words that appear in
otherwise unrelated languages. In each of
these cases, the wider portfolio of languages
you study, the more likely you are to get the
right answers. “I think the value is mostly
in human terms,” says James A. Matisoff, a
specialist in rare Asian languages at the
University of California at Berkeley.
“Language is the most important element in
the culture of a community. When it dies,
you lose the special knowledge of
that culture and a unique window on the
 world.”

E However, it is not all bad news. Just because a

speech community is small does not mean it
is doomed. At last report, Akira Yamamoto of
the University of Kansas in the United States,
there were just 185 people who spoke
Karitiana. But they all lived in the same village
in Brazil, which had just 191 inhabitants.
So more than 96 percent of
the population was still speaking the language
and teaching it to their children.
Because surveys of endangered languages tend
to look only at the number of speakers, “there
has been a history of linguists predicting the
death of languages only to return 20 years laer
to find them still there,” says Patrick McConvell
of the Australian Institute of Aboriginal and
Torres Strait Islander Studies in Canberra.

F One factor that always seems to occur in

the demise of a language, according to theorist
Hans-Jurgen Sasse of the University of Cologne
in Germany, is that the speakers begin to have
“collective doubts about theusefulness of
language loyalty.” Once they start regarding
their own language as inferior to the majority
language, people stop using it for all situations.
Kids pick up on the attitude and prefer the
dominant language. “In many cases, people
don’t notice until they suddenly realize that
their kids never speak the language, even at
home,” says Douglas H. Whalen of Yale
University in the United States. This is
how Cornish and some dialects of Scottish
Gaelic slipped into extinction. And it is why Irish
Gaelic is still only rarely used for daily home life
in Ireland, 80 years after the republic was
founded with Irish as its first official language.
G “Ultimately, the answer to
the problem of language
extinction ismultilingualism,” Matisoff argues,
and many linguists agree. “Even uneducated
people in the world speak more than one
tongue, and in places such as Cameroon (279
languages), Papua New Guinea (823) and India
(387) it is common to speak three or four
distinct languages and a dialect or two as well.

H “Many Americans and Canadians, to the west of

Quebec, have a gut reaction that
anyone speaking another language in front of
them is committing an immoral act,” Grimes
observes. “You get the same reaction
in Australia and Russia. It is no coincidence that
these are the areas where languages are
disappearing the fastest.” The first step
in saving dying languages is topersuade the
world’s majorities to allow the minorities among
them to speak with their own voices.

adapted with permission from Gibbs, W.W., 'Endangered

Languages', Scientific American, July 2002.

Step 1

a. Click on the location a. 2 a

word. reason f
2 a reason for or the
the study of study of
linguistics
b. Click on the other linguistics
Key words. b. 2 a reason for
2 a reason for the study of
the study of linguistics
 linguistics c. 2 a reason for the
study of linguistics
c. Type the Key words
to remember in the Keep the location
text box word reason and the key
words study of
linguistics in your mind.

Step 2 (a, b)

Scan the passage in a.

your workbook. Click on When
any paragraphs that you scan
contain the location your
word and other Key
words in the question.
skimming notes and
Paragraph A the paragraphs for the
location word a
Paragraph B reason, you should
find that the following
Paragraph C paragraphs have
Paragraph D words related to it:
Paragraph D skimming
Paragraph E notes say, Benefits of
Paragraph F maintaining languages
– for science and
culture
Paragraph F skimming
notes say, Reason for
language extinction –
prefer dominant
language
b. When you scan these
paragraphs further for
the words study of
linguistics (or words
related to them), you
 should find:
Paragraph
D: reasons, linguistics,
language
Paragraph F: factor
At this point, you
should notice
that Paragraph D has
the location word and
the key words from
Question 2 that you
are looking for. You
should now read
Paragraph D
intensively.

Step 2 (c)

Click on the sentence(s) c. When you read

where the information is Paragraph D
located intensively, you can
Paragraph D locate the following
reasons for
Many experts in the field studying
nonetheless mourn the languages:
loss of rare languages, for
several reasons. To start,
there is scientific self- Paragraph D
interest: some of the most
basic questions in Many experts in the field
linguistics have to do with nonetheless mourn the
the limits of human loss of rare languages, for
speech, which are far several reasons. To start,
from fully explored. Many there is scientific self-
researchers would like to interest: some of the most
know which structural basic questions
elements of grammar and in linguistics have to do
vocabulary – if any – are with the limits of human
truly universal and speech, which are far
probably therefore from fully explored. Many
hardwired into the human researchers would like to
brain. Other scientists try know which structural
to reconstruct ancient elements of grammar and
migration patterns by vocabulary – if any –
comparing borrowed are truly universaland
words that appear in probably
otherwise unrelated therefore hardwired into
languages. In each of the human brain. Other
these cases, the wider scientists try to
portfolio of languages you reconstruct ancient
study, the more likely you migration patternsby
are to get the right comparing borrowed
answers. “I think the words that appear in
value is mostly in human otherwise unrelated
terms,” says James A. languages. In each of
Matisoff, a specialist in these cases, the wider
rare Asian languages at portfolio of languages you
the University of California study, the more likely you
at Berkeley. “Language is are to get the right
the most important answers. “I think
element in the culture of a the value is mostly
community. When it dies, in human terms,” says
you lose the special James A. Matisoff, a
knowledge of that culture specialist in rare Asian
and a unique window on languages at the
the world.” University of California at
adapted with permission Berkeley. “Language is
from Gibbs, W.W., the most important
'Endangered element in the culture of a
Languages', Scientific community. When it dies,
American, July 2002. you lose the special
knowledge of
that culture and a unique
window on the world.”
adapted with permission
from Gibbs, W.W.,
'Endangered
Languages', Scientific
American, July 2002.
 Step 3

Type the letter of the d. We can

paragraph where the see that
information is located into Paragraph D
the text box. contains the
type of
2 information
that we are
looking for.
e. Therefore, on your
answer sheet, write:
2 D

5.3 Information Location questions 1

Do this activity in your

workbook.
Read the passage Clocking Cultures (P2) and answer the
following Information Location questions. When you have
finished, click on the Check button to check your answers.
If you would like to view the reading passage on screen, click
on the button below.
Clocking Cultures
A If you show up an hour late in Brazil, no one notices. But if
you keep someone in New York City waiting for five or 10
minutes, you have some explaining to do. Time is elastic
in many cultures but is tighter and more fixed in others.
Indeed, the way members of a culture perceive and use
time reflects their society’s priorities and even their own
 worldview.

B Social scientists have recorded wide differences in the

pace of life in various countries and in how societies view
time – whether as an arrow piercing the future or as a
revolving wheel in which past, present and future cycle
endlessly. Some cultures combine time and space: the
Australian Aborigines’ concept of the “Dreamtime”
encompasses not only a creation myth but a method of
finding their way around the countryside. Interestingly,
however, some views of time – such as the idea that it is
acceptable for a more powerful person to keep someone
of lower status waiting – cut across cultural differences
and seem to be found universally. s

C The study of time and society can be divided into the

pragmatic and the cosmological. On the practical side, in
the 1950’s anthropologist Edward T. Hall, Jr., wrote that
the rules of social time constitute a “silent language” for a
given culture. The rules might not always be made
explicit, he stated, but “they exist in the air… They are
either familiar and comfortable or unfamiliar and wrong.”
In 1955 he described … how differing perceptions of time
can lead to misunderstandings between people from
separate cultures. “An ambassador who has been kept
waiting for more than half an hour by a foreign visitor
needs to understand that if his visitor “just mutters an
apology” this is not necessarily an insult.” Hall wrote. “The
time system in the foreign country may be composed of
different basic units, so that the visitor is not as late as he
may appear to us. You must know the time system of the
country to know at what point apologies are really due…
Different cultures simply place different values on the time
units.”

D Most cultures around the world now have watches and

calendars, uniting the majority of the globe in the same
general rhythm of time. But that doesn’t mean we all
march to the same beat. “One of the beauties of studying
time is that it’s a wonderful window on culture,” says
Robert V. Levine, a social psychologist at California States
 University at Fresno. “You get answers on what cultures
value and believe in. You get a really good idea of what’s
important to people.”

E Levine and his colleagues have conducted so-called pace-

of-life studies in 31 countries. In A Geography of Time,
published in 1997, Levine describes how he ranked the
countries by using three measures: walking speed on
urban sidewalks, how quickly postal clerks could fulfill a
request for a common stamp, and the accuracy of public
clocks. Based on these variables, he concluded that the
five fastest-paced countries are Switzerland, Ireland,
Germany, Japan, and Italy; the five slowest are Syria, El
Salvador, Brazil, Indonesia and Mexico

F Kevin K. Birth, an anthropologist at Queens College, has

examined time perception in Trinidad. Birth’s 1999 book,
Any Time Is Trinidad Time: Social Meanings and Temporal
Consciousness, refers to a commonly used phrase to excuse
lateness. In that country, Birth observes, “if you have a
meeting at 6:00 at night, people show up at 6:45 or 7:00
and say, ‘Any time is Trinidad time.’” When it comes to
business, however, that loose approach to timeliness works
only for the people with power. A boss can show up late and
toss off “any time is Trinidad time,” but the underlings are
expected to be more punctual. For them, the saying goes,
“time is time.” Birth adds that the tie between power and
waiting time is true for many other cultures as well.

G Birth attempted to find out how Trinidadians value time by

exploring how closely their society links time and money. He
surveyed rural residents and found that farmers – whose
days are dictated by natural events, such as sunrise – did
not recognize the phrases, “time is money,” “budget your
time,” or “time management,” even though they had
satellite TV and were familiar with Western popular culture.
But tailors in the same areas were aware of such notions.
Birth concluded that wage work altered the tailors’ view of
time. “The ideas of associating time with money are not
found globally,” he says, “but are attached to your job and
 the people you work with.”

H Some cultures do not draw neat distinctions between the

past, present and future… Ziauddin Sardar, a British Muslim
author and critic, has written about time and Islamic
cultures. Muslims “always carry the past with them,” says
Sardar, who editor of the journal Futures and visiting
professor of postcolonial studies at City University, London.
“In Islam, time is a tapestry incorporating the past, present
and future. The past is ever present.” … Sadar asserts that
the West has “colonized” time by spreading the expectation
that life should become better as time passes: “If you
colonize time, you also colonize the future. If you think of
time as an arrow, of course you think of the future as
progress, going in on direction. But different people may
desire different futures.”

adapted with permission from Ezzell, Carol, 'Clocking

Cultures', Scientific American, September 2003.

Questions 1 – 6
The passage has 8 paragraphs labelled A – H.
Which paragraph contains the following
information?
NB You may use any letter more than once.
1 examples of how time is measured
2 a comparison of time expectations based on
hierarchy
3 a cultural explanation of different perceptions
of time
4 an analysis of the connection between time
and work
5 effects of time on the perception of time
6 a recommendation of how to deal with
different understandings of time
1 The correct answer is E. The location word for this
question is ‘examples’. The examples of how time is
measured that are located in Paragraph E are ‘….Levine
describes how he ranked the countries by using three
measures: walking speed on urban sidewalks, how
quickly postal clerks could fulfil a request for a common
stamp, and the accuracy of public clocks’.

2 The correct answer is F. The location word for this

question is ‘comparison’. The key words in this question
are ‘time expectations’ and ‘hierarchy’. Paragraph F
has many words in it related to ‘time expectations’: ‘time
perceptions’, ‘lateness’, and ‘timeliness’. In terms of the
word ‘hierarchy’, you should be looking for an example of
a superior/inferior relationship, such as a
boss/subordinate relationship, which Paragraph F has. We
see the comparison of time expectations when the writer
says, ‘A boss can show up late and toss off ‘any time is
Trinidad time,’ but the underlings are expected to be
more punctual.’ You’ll notice that the key word that
indicates a comparison in this sentence is the word ‘but’.

3 The correct answer is C. The location word for this

question is ‘explanation’. The key words in this question
are ‘cultural’ and ‘different’ ‘perceptions of time’.
Paragraph C has many words in it related to these key
words: ‘culture’, ‘differing perceptions of time’, and ‘the
time system in a foreign country’. We see the cultural
explanation of the different perceptions of time when the
writer says, ‘Hall wrote, ‘The time system in the foreign
country may be composed of different basic units, so that
the visitor is not as late as he may appear to us. You
must know the time system of the country to know at
what point apologies are really due. Different cultures
simply place different values on the time units..’
Therefore, the explanation of the cultural differences in
time perception that the writer quotes is that each
country has its own units or measures of time. You’ll
notice that there isn’t simply one key word or expression
to indicate that you are reading an explanation. However,
 in this case, the write quotes Mr. Hall as a way of
explaining.

4 The correct answer is G. The location word for this

question is ‘analysis’. The key words in this question are
‘connection between’ and ‘time and work’. Paragraph
G has words related to these key words: ‘link’: ‘time and
money’, ‘tailors’, ‘wage work’, ‘associating time and
money’, and ‘job’. We see the analysis of the connection
between time and work when the writer says, “Birth
concluded that wage work altered the tailors’ view of
time. ‘The ideas of associating time with money are not
found globally,’ he says, ‘but are attached to your job and
the people you work with.’” You’ll notice that the key
word that indicates an analysis in this part of Paragraph G
is the word ‘concluded’ (i.e., Mr. Birth has analysed the
situation and has formed a conclusion.).

5 The correct answer is H. The location word for this

question is ‘effects’. The key words in this question are
‘perception of time’ and ‘outlook’. Paragraph H has
words related to these key words: ‘present’, ‘future’,
‘time’, ‘expectation’, and ‘think of’. We see the analysis
of the connection between time and work when the writer
says, ‘Sadar asserts that the West has ‘colonized’ time by
spreading the expectation that life should become better
as time passes: ‘If you colonize time, you also colonize
the future. If you think of time as an arrow, of course you
think of the future as progress, going in one direction….’
Therefore, the effect is the Western notion of time – that
time is like an arrow – creates a notion of time = progress
in the future. In terms of grammar, the use of the ‘If’
clause indicates a cause/effect relationship.

6 The correct answer is C. The location word for this question

is ‘recommendation’. The key words in this question are
‘how to deal with, ‘different’’ and ‘understandings of time’.
Paragraph C has words related to these key words:
‘perceptions of time’, ‘rules of social time’, and ‘needs to
understand’. We see the recommendation of how to deal
 with different understandings of time when the writer
makes a recommendation to an example ambassador, “An
ambassador who has been kept waiting for more than half
an hour by a foreign visitor needs to understand that if his
visitor ‘just mutters an apology’ this is not necessarily an
insult.’ The key words that indicate that this is a
recommendation are ‘needs to’.

Let’s practise answering another set of Information Location

questions.

5.4 Information Location questions 2

Do this activity in your

workbook.
Read the passage Treating a Disease or Inventing One? (P10)
again and answer the following Information Location questions.
When you have finished, click on the Check button to check
your answers.
If you would like to view the reading passage on screen, click
on the button below.
Treating a Disease or Inventing One?
A Does your child frequently make careless mistakes in
schoolwork or other activities? Does he or she often have
difficulty organising tasks or activities? Are there times
when you are frustrated by the way your child is easily
distracted or forgetful? Or perhaps the problem is the way
he or she runs about or climbs excessively, is always on
the go and seems to find it impossible to play quietly. A
dislike of difficult and boring tasks, such as homework,
could also be added to this list. If these “symptoms” sound
familiar, there is no need to blame yourself or feel bad
about your parenting skills. Your child is probably suffering
from a medical condition: Attention Deficit Hyperactivity
Disorder, or ADHD as it is commonly known.

B This is the view of Dr Edward Bryant, president of the

 Australian Foundation for Mental Health and an expert on
the condition. Bryant maintains that ADHD affects
between 3 to 5 per cent of all children in Australian
schools today. In the United States, over 2 million children
are thought to suffer from the disorder. According to Dr
Bryant, ADHD is the cause of an enormous array of
learning problems, as well as juvenile delinquency and
anti-social behaviour in the teenage years. Bryant claims
“the problem is not only suffered by the children with
ADHD. Parents suffer in many ways. Not only do they have
to cope with the demands of caring for their ADHD
affected children, but they also have to endure criticism
that it is their poor parenting skills which caused the
condition. We know now that children with ADHD have
significantly different brain activity to normal children and
thankfully we now have ways of treating the condition. We
cannot as yet cure it, but we can help manage the
symptoms and offer both parents and children some hope
for a normal life.”

C The treatment Dr Bryant refers to – or at least the most

controversial one – is the use of stimulant drugs such as
Ritalin and Dexedrine. Particularly controversial is the fact
that these drugs are basically the same amphetamines
sold on the street illegally under the name of ‘Speed.’
Bryant concedes that some parents are reluctant to have
their children put on these drugs for this very reason.
“Many parents express concern that the drugs could prove
addictive to their children, but we have proven that this is
only the case with adults. Others also worry that the use of
these drugs could set up a need for harmful illegal drugs
later in life, but this has also been shown to be a myth.”

D It is not a myth according to Professor Jane Mitchell, a

leading child psychologist at the University of East Sydney.
She considers the views of Edward Bryant to be more than
simply inaccurate. She maintains that they are positively
dangerous. “ADHD is a disorder that has been created by
those administering its treatment. Yes, there are children
with behavioural problems and anti-social habits. But
these are caused by many different factors and have
 many different solutions. I ask all parents with difficult
children this question: Do you want your child being
labelled as one who misbehaves, or as one who suffers
from clinical mental illness? That is your choice.”

E Professor Mitchell refutes Bryant’s so-called proof, arguing

that there is no conclusive evidence that children labelled
with ADHD have different brain function. She also is
strongly opposed to the use of stimulant drugs to treat the
condition. Contrary to Bryant’s claims, she maintains that
there is considerable evidence of addiction in children on
Ritalin, and a growing body of data suggesting that
childhood prescription of these drugs has led to serious
substance abuse problems later in life with drugs such as
cocaine. “We even have documented cases of parents
trying to have their child classified as ADHD so they could
sell their children’s drugs on the street.”

F According to Jane Mitchell, there are no easy answers to

many childhood behavioural problems. But instead of
settling for a simplistic label and subsequent drug
treatment, we need to ask ourselves more questions.
Mitchell poses this question: “What precisely is a normal
child?” She maintains all the symptoms quoted by experts
like Edward Bryant are found in just about all children
everywhere. It is true that some children display these
characteristics more than others, and some to the extent
where their education and family life are negatively
affected. But all of the symptoms on the list occur in all
children at some time or another. Psychiatrists are ticking
them off a list and adding them up to be a medical
diagnosis.” Mitchell lists many factors which can contribute
to an excessive display of the behaviour which can lead to
the label of ADHD: stress from divorce and domestic
problems, growing pressure for children to achieve good
results in school and excessive stimulus from television and
computer games.

G She also points out that standards of how “good” children

act vary hugely from culture to culture. “Technically, a child
 who is considered well-behaved in one culture could be
classified as having ADHD in another. In Melanesian
societies such as Papua New Guinea, for instance, children
would never be expected to sit quietly at the dinner table
while adults talked. They would be permitted to run around
and basically be children.”

H Labelling a wide range of unpleasant behaviours as a

psychiatric disorder and then treating it with drugs might
not be the answer, but it is a good way of avoiding a lot of
very difficult questions. It is also a quick and convenient way
for parents and health practitioners alike to attempt to “fix”
and dispense of behaviours in children which have
emotional and psychological roots which other forms of
treatment could equally address.

Questions 1-6
The passage has 8 paragraphs labelled A – H.
Which paragraph contains the following
information?
NB You may use any letter more than once.
1 an example of different interpretations of
acceptable behaviour
2 a description of everyday activities which
indicate ADHD
3 an assertion that ADHD characteristics
represent normal behaviour
4 reasons to reject the controversial ADHD drug
treatment
5 an explanation of common misconceptions
concerning ADHD medication
6 an analysis of why alternative treatments to
drugs are often avoided
1 The correct answer is G. The location word for this
question is ‘an example’. The key words in the question
are: ‘different interpretations’ and ‘acceptable
behaviour’. We see an example of different
interpretations of acceptable behaviour in children
through a comparison of different cultural interpretations
of ‘good behaviour’: “‘Technically, a child who is
considered well-behaved in one culture could be
classified as having ADHD in another.’” The actual
example given is a comparison between a Western
country such as Australia and a Melanesian culture such
as Papua New Guinea and how they view noisy children:
‘In Melanesian Societies such as Papua New Guinea, for
instance, children would never be expected to sit quietly
at the dinner table while adults talked. They would be
permitted to run around and basically be children.’
Notice that the words related to the key words in the
question are in bold. The key word that indicates that
this is an example is the phrase ‘for instance’.

2 The correct answer is A. The location word for this

question is ‘description’. The key words in this question
are: ‘everyday’, ‘activities’, ‘indicate’ and ‘ADHD’. All of
Paragraph A describes or lists different types of activities
and problems that children display which may indicate
that they have ADHD. Some of these activities are: 1)
frequently make careless mistakes 2) run(s) about or
climb(s) excessively.

3 The correct answer is F. The location word for this

question is ‘an assertion’. An assertion is a claim or an
opinion. The key words in this question are ‘ADHD
characteristics’ ‘represent’ and ‘normal behaviour’. We
see this assertion when the writer discusses Jane
Mitchell’s contradictory view on ADHD in
children: ‘Mitchell poses this question: ‘What precisely is
a normal child?’ She maintains all
the symptoms quoted by experts like Edward Bryant are
found in just about all children everywhere……all of
the symptoms on the list occur in all children at
some time or another.’ Notice that the words related
 to the key words in the question are in bold. The key
word that indicates that this is an assertion (an opinion) is
the verb ‘maintains’.

4 The correct answer is E. The location word for this

question is ‘reasons’. Note that we are looking for the
paragraph that has more than one reason, and in this
case there are three reasons. The key words in this
question are ‘reject’ ‘controversial’ and ‘ADHD drug
treatment’. We see these reasons to reject the
controversial ADHD drug treatment in most of Paragraph
E: ‘She (Professor Mitchell) also is strongly opposed to
the use of stimulant drugs to treat the condition….she
maintains that there is considerable
evidence of (1)addiction in children on Ritalin and a
growing body of data suggesting that (2)childhood
prescription of these drugs has led to serious substance
abuse problems later in life. ‘We even have documented
cases of (3) parents trying to have their child classified
as ADHD so they could sell their children’s drugs on the
street.’ Notice that the words related to the key words in
the question are in bold and that the three reasons have
been numbered. Note also that the word ‘refute’ is a
synonym of the key word ‘reject’ in the question.

5 The correct answer is C. The location word for this

question is ‘an explanation’. The key words in this
question are ‘misconceptions’ ‘concerning’and ‘ADHD
medication’. In Paragraph C, Dr. Bryant explains parents’
misconceptions of ADHD medication: “‘Many parents
express concern that the drugs could prove addictive to
their children, but we have proven that this is only the
case with adults. Others also worry that the use of these
drugs could set up a need for harmful illegal drugs alter
in life, but this has also been shown to be a myth.’
Notice that the words related to the key words in the
question are in bold and that the word ‘myth’ is related to
the idea of ‘misconception’. The idea of ‘misconception’
is conveyed through this pattern: [parents’ view of the
drug (the misconception)]…., but……[proof that it is not
 the case]….

6 The correct answer is H. The location word for this

question is ‘an analysis’. The key words in this question
are ‘why’ ‘alternative treatments to drugs’ and ‘avoided’.
In an analysis, the writer usually presents both sides of an
argument and adds support and their opinion to these
arguments. We see two sides of the argument for drug
treatment of ADHD in the first sentence of Paragraph H:
‘Labelling a wide range of unpleasant behaviours as a
psychiatric disorder and then treating it with drugs might
not be the answer (one side of the argument), but it is
a good way of avoiding a lot of very difficult questions.
(the other side of the argument) The writer then
gives more support for the argument for using drugs (and
not using alternative treatements) when he says: ‘It is
also a quick and convenient way for parents and health
practitioners alike to attempt to “fix” and dispense of
behaviours in children which have emotional and
psychological roots which other forms of
treatment could equally address.’ Notice that the words
related to the key words in the question are in bold.

Now let's move on to another type of Specifc Information

question - True/False/Not Given questions.

True/False/Not Given questions

True/False/Not Given questions test your ability to understand
specific information in the reading passage by asking you to
decide if the specific information is:
 true according to the information in the passage
 false according to the information in the passage
 not mentioned in the passage.
Let’s look at some example True/False/Not Given questions.
Pay particular attention to the instructions.
Example

Questions 1-4
Do the following statements agree with the information
given in the passage? 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

1 In some cultures, students are not allowed to work in

groups.
2 Students who rote learn in secondary school have a
difficult time adjusting to the learning style of university.
3 If you have good grammatical knowledge of another
language, you will be a good writer in that language.
4 Different teaching conventions can exist in the same
culture.

The key words in the instructions are:

the statement gives
agrees wit
TRUE = = the same information as
h
is in the passage

the statement
FALS contradict
= = gives different informat
E s
ion as is in the passage
 the information in the
NOT no
statement is not
GIVE = informatio =
mentioned in the
N n
passage

Let’s now look at all three answer choices in more detail.

When the answer is TRUE

The answer is TRUE when the information in the question
is the same as information in the reading passage.
Example
The question says:
1 In some cultures, students are not allowed to work in groups.
Paragraph A from the passage says:

A …… In one culture, students may be encouraged to work with their clas

this activity may be prohibited…..

The answer to this question is TRUE, because the information

in the question is the same as that in the passage:
The question The reading passage

…. In one culture,
In some cultures, students may be
students are not encouraged to work
allowed to work with their classmates,
in groups. while in another
culture, this activity
may be prohibited.

The verb ‘are not allowed to’ has the same meaning as ‘be
prohibited’ and the verb group ‘work in groups’ has the same
meaning as ‘work with their classmates’. In this way, both the
question and the passage say the same thing.

When the answer is FALSE

The answer is FALSE when the information in the question
is different from information in the reading passage.
Example
The question says:

3 If you have good grammatical knowledge of another language, you will b

Paragraph C from the passage says:

C …… The ability to write well in another language does not necessarily g
competence in another language, irrespective of an individual’s grammati

The answer to this question is FALSE because the information

in the question is different from that in the passage:
The question The reading passage

If you ... The ability to write well in

have good another language does
 grammatical
knowledge of not necessarily guaranteean
another equivalent competence in
language, another
you will be a language irrespective of an
good writer individual’s grammatical
in that proficiency.
language.

The question says that someone with good grammar in another

language will be a good writer in that language while the
passage says that having good grammar in another
language does not necessarily guarantee the ability to
write well

When the answer is NOT GIVEN

The answer is NOT GIVEN when the information in the
question is not mentioned in the passage.
Example
The question says:

2 Students who rote learn in secondary school have a difficult time adjust
university.

Paragraph B from the passage says:

B …… and rote learning plays an important role in the acquisition of this i

[secondary school] students proceed to university, they face a new set of
Although memorization is still required, much more emphasis is placed on
and independent research…..

The answer to this question is NOT GIVEN because the

information in the question is not mentioned in the passage:
The
The reading passage
question
 Students
….when these [secondary
who rote
school] students proceed
learn in
to university, they face
secondary
a new set of academic
school have
norms and expectations.
a difficult
Although memorisation is
time
still required, much more
adjusting
emphasis is placed on
to the
the critical evaluation of
learning
learning and independent
style of
research....
university.

The question says that students who rote

learn (‘memorise’) in secondary school have a 'difficult
time adjusting to' the different learning style at
university (‘critical evaluation and independent
research’). However, while the passage mentions this new
style of learning (‘new set of academic norms and
expectations’), it does not mention the key aspect of the
question: that students have a difficult time adjusting.

Now let’s look at the process you should use for answering
True/False/Not Given questions.

The Process: True/False/Not Given questions

To answer True/False/Not Given questions you should follow
this process:
Step 1
Go to the True/False/Not Given questions.
a. Underline the key words in each question.
b. Go back to Question 1 and read it
carefully. Keep the key words in your mind.

Step 2
Go to the passage.
a. Scan your skimming notes and the paragraphs for
 synonyms of (or words related to) the key words
in the question.
Note that the True/False/Not Given questions will
follow the order of information in the passage.
b. Read intensively the sentence(s) containing
these key words to determine if the
information is the same as (True) or
different to (False) the question.
c. If the information is neither the same as or
different to the question, move on to other
parts of the passage to find the information.
If you cannot find sentences which prove the
question True or False, the answer to the
question is Not Given.

Now let’s practise using this process to answer True/False/Not

Given questions.
Demonstrating the Process: True/False/Not Given questions
Look at the following True/False/Not Given questions for the
passage Endangered Languages.
Questions 1-3
Do the following statements agree with the information
given in the passage? Write:
if the statement agrees with the
TRUE
information

if the statement contradicts the

FALSE
information

NOT
if there is no information on this
GIVEN

1 Krauss predicted that a very high percentage of the

world’s languages would become extinct.
2 There is evidence that the merging of languages
helps international business.
 3 One expert believes that when a language dies, its
culture dies too.

Example
Now let’s look at how Siddhi, an IELTS teacher, used the
process to find the answer to Question 1. Read the process on
the left and then click on the right to see what Siddhi did.
If you would like to look at how Siddhi skimmed the
passage Endangered Languages again, click on the button
below. Alternatively, go to your workbook and read your own
skimmed passage.
Endangered Languages
A Ten years ago Michael Krauss sent a shudder
through the discipline of linguistics with
his prediction that half of the 6,000 or
so languages spoken in the world would cease to
be uttered within a century. This prediction was
based upon the fact that many of the world’s
languages were rapidly falling from use. In
essence, younger generations are not being
taught how to speak their local language or
dialect and many indigenous communities have
resorted to speaking the dominant language.
Krauss maintained that unless scientists and
community leaders directed a worldwide effort to
stabalize the decline and conserve these
endangered local languages, nine-tenths of the
linguistic diversity of humankind would probably
be doomed to extinction.
B Krauss’s prediction was little more than an
educated guess, but other respected linguists
had been expressing similar alarm. Kenneth L.
Hale of the Massachusetts Institute of Technology
has stated that eight languages on which he has
done fieldwork have since passed into extinction.
A 1990 survey in Australia found that 70 of the 90
surviving Aboriginal languages were no longer
 used regularly by all age groups. The same was
true for all but 20 of the 175 Native American
languages spoken in the U.S.
C On the face of it, the consolidation of human
language might seem like a good trend, one that
could ease ethnic tensions and aid global
commerce. Linguists don’t deny those benefits,
and they acknowledge that in most cases small
communities choose (often unconsciously) to
switch to the majority language because they
believe it will boost their social or economic
status.
D Many experts in the field nonetheless mourn the
loss of rare languages, for several reasons. To
start, there is scientific self-interest: some of the
most basic questions in linguistics have to do
with the limits of human speech, which are far
from fully explored. Many researchers would like
to know which structural elements of grammar
and vocabulary – if any – are truly universaland
probably therefore hardwired into the human
brain. Other scientists try to reconstruct ancient
migration patterns by comparing borrowed words
that appear in otherwise unrelated languages. In
each of these cases, the wider portfolio of
languages you study, the more likely you are to
get the right answers. “I think the value is mostly
in human terms,” says James A. Matisoff, a
specialist in rare Asian languages at the
University of California at Berkeley. “Language is
the most important element in the culture of a
community. When it dies, you lose the special
knowledge of that culture and a unique window
on the world.”
E However, it is not all bad news. Just because a
speech community is small does not mean it
is doomed. At last report, Akira Yamamoto of the
University of Kansas in the United States, there
 were just 185 people who spoke Karitiana. But
they all lived in the same village in Brazil, which
had just 191 inhabitants. So more than 96
percent of the population was still speaking the
language and teaching it to their children.
Because surveys of endangered languages tend
to look only at the number of speakers, “there
has been a history of linguists predicting the
death of languages only to return 20 years later
to find them still there,” says Patrick McConvell of
the Australian Institute of Aboriginal and Torres
Strait Islander Studies in Canberra.
F One factor that always seems to occur in
the demise of a language, according to theorist
Hans-Jurgen Sasse of the University of Cologne in
Germany, is that the speakers begin to have
“collective doubts about
the usefulness of language loyalty.” Once they
start regarding their own language as inferior to
the majority language, people stop using it for all
situations. Kids pick up on the attitude and prefer
the dominant language. “In many cases, people
don’t notice until they suddenly realize that their
kids never speak the language, even at home,”
says Douglas H. Whalen of Yale University in the
United States. This is how Cornish and some
dialects of Scottish Gaelic slipped into extinction.
And it is why Irish Gaelic is still only rarely
used for daily home life in Ireland, 80 years after
the republic was founded with Irish as its first
official language.
G “Ultimately, the answer to the problem of
language extinction ismultilingualism,” Matisoff
argues, and many linguists agree. “Even
uneducated people in the world speak more than
one tongue, and in places such as Cameroon
(279 languages), Papua New Guinea (823) and
India (387) it is common to speak three or four
 distinct languages and a dialect or two as well.
H “Many Americans and Canadians, to the west of
Quebec, have a gut reaction that
anyone speaking another language in front of
them is committing an immoral act,” Grimes
observes. “You get the same reaction in Australia
and Russia. It is no coincidence that these are the
areas where languages are disappearing the
fastest.” The first step in saving dying
languages is topersuade the world’s majorities
to allow the minorities among them to speak with
their own voices.

adapted with permission from Gibbs, W.W., 'Endangered

Languages', Scientific American, July 2002.

Step 1
a. Siddhi underlined the
Go to the following key words
True/False/Not Given in the questions:
questions.
A Krauss predictedthat
a. Underline the key a very high
words in each percentage of
question. the world’s
b. Go back to languageswould becom
Question 1 and e extinct.
read it
carefully. Keep the B There
key words in your is evidence that
mind. the merging of
languages helps
international business.
C One expert believes
that when a language
dies, its culture dies
too.
b. Siddhi kept the following
the key words from
Question 1 in his mind
 when he went to the
reading passage to find
the answer:
Krauss
predicted
very high percentage
world’s languages
become extinct

Step 2
Go to the a. When Siddhi began scanning
passage. the reading passage, she
immediately noticed
a. Scan your that Paragraph A has many of
skimming the key words from Question 1.
notes and These words have been
the highlighted.
paragraphs
for 1 Krauss predicted that a very
synonyms high percentage of the world’s
of (or words languages would become
related to) extinct.
the key
words in Paragraph A
the
question. Ten years
ago Michael Krauss sent a
b. Read
shudder through the discipline
intensivel
of linguistics with
y the
his prediction that half of the
sentence(s)
6,000 or so languagesspoken in
containing
the world would cease to be
these key
uttered within a
words
century….. Krauss maintained
to determi
that unless scientists and
ne if the
community leaders directed a
informatio
worldwide effort to stabalize the
n is the
decline and conserve these
same as
endangered local
(True) or
languages, nine-tenths of
different
 to (False) the linguistic diversity of
the humankind would probably be
question. doomed to extinction.
c. If the
b. Siddhi could see that the key
information
aspects of Question 1 are
is neither
mentioned in the passage – that
the same
Krauss predicted that a ‘high
as or
percentage’ (‘nine-tenths’ or
different to
90%) of the ‘world’s languages’
the
(‘languages … in the world’ or
question, m
‘linguistic diversity’) would
ove on to
‘become extinct’ (‘cease to be
other
uttered’ or ‘be doomed to
parts of
extinction’).
the
c. Because the information in the
passage to
question is the same as the
find the
passage, Siddhi determined
information
that the answer to Question 1
.
is True (T)
If you
cannot 1 T
find d.
sentences
which
prove the
question
True or
False, the
answer to
the
question
is Not
Given.

Remember that you can write your answer with a letter (T, F,
NG) or with the words (True, False, Not Given). Both formats
are acceptable. However, it is faster and easier to write just the
letter, as Siddhi did.

5.5 True/False/Not Given Questions 2 and 3

Now you try!
Do this activity in your
workbook.
Use the process to answer True/False/Not Given Questions 2
and 3 in your workbook. When you have found each answer,
click on Process and Answer to check that you followed the
process correctly and that you got the correct answer.
If you would like to look at the skimmed version of the
passage Endangered Languages (P4) again, click on the button
below. Alternatively, go to your workbook and read your own
skimmed passage.
Endangered Languages
A Ten years ago Michael Krauss sent a shudder
through the discipline oflinguistics with
his prediction that half of the 6,000 or
so languages spoken in the world would cease
to be uttered within a century. This prediction
was based upon the fact that many of the
world’s languages were rapidly falling from
use. In essence, younger generations are not
being taught how to speak their local language
or dialect and many indigenous communities
have resorted to speaking the dominant
language. Krauss maintained that unless
scientists and community leaders directed a
worldwide effort to stabalize the decline and
conserve these endangered local
languages, nine-tenths of the
linguistic diversity of humankind would
probably be doomed to extinction.
B Krauss’s prediction was little more than an
educated guess, but other respected linguists
had been expressing similar alarm. Kenneth L.
Hale of the Massachusetts Institute of
Technology has stated that eight languageson
which he has done fieldwork have since passed
into extinction. A 1990 survey in Australia
found that 70 of the 90 surviving Aboriginal
languageswere no longer used regularly by all
age groups. The same was true for all but 20 of
the 175 Native American languages spoken in
the U.S.

C On the face of it, the consolidation of human

language might seem like agood trend, one
that could ease ethnic tensions and aid global
commerce.Linguists don’t deny those benefits,
and they acknowledge that in most cases small
communities choose (often unconsciously) to
switch to the majority language because they
believe it will boost their social or economic
status.

D Many experts in the field nonetheless mourn

the loss of rare languages, for several reasons.
To start, there is scientific self-interest: some
of the most basic questions in linguistics have
to do with the limits of human speech, which
are far from fully explored. Many researchers
would like to know which structural elements of
grammar and vocabulary – if any – are truly
universal and probably therefore hardwired
into the human brain. Other scientists try to
reconstruct ancient migration patterns by
comparing borrowed words that appear in
otherwise unrelated languages. In each of
these cases, the wider portfolio of languages
you study, the more likely you are to get the
right answers. “I think the value is mostly
 in human terms,” says James A. Matisoff, a
specialist in rare Asian languages at the
University of California at Berkeley. “Language
is the most important element in the culture of
a community. When it dies, you lose the
special knowledge of that culture and a unique
window on the world.”

E However, it is not all bad news. Just because a

speech community is small does not mean it
is doomed. At last report, Akira Yamamoto of
the University of Kansas in the United States,
there were just 185 people who
spoke Karitiana. But they all lived in the same
village in Brazil, which had just 191
inhabitants. So more than 96 percent of
the population was still speaking the language
and teaching it to their children.
Because surveys of endangered
languages tend to look only at the number of
speakers, “there has been a history of
linguists predicting the death of languages only
to return 20 years later to find them still
there,” says Patrick McConvell of the Australian
Institute of Aboriginal and Torres Strait Islander
Studies in Canberra.

F One factor that always seems to occur in

the demise of a language, according to theorist
Hans-Jurgen Sasse of the University of Cologne
in Germany, is that the speakers begin to have
“collective doubts about
theusefulness of language loyalty.” Once they
start regarding their own
language as inferior to the majority language,
people stop using it for all situations. Kids pick
up on the attitude and prefer the dominant
language. “In many cases, people don’t notice
until they suddenly realize that their kids never
 speak the language, even at home,” says
Douglas H. Whalen of Yale University in the
United States. This is how Cornish and some
dialects of Scottish Gaelic slipped
into extinction. And it is why Irish Gaelic is still
only rarely used for daily home life in Ireland,
80 years after the republic was founded with
Irish as its first official language.

G “Ultimately, the answer to the problem of

language extinction ismultilingualism,” Matisoff
argues, and many linguists agree. “Even
uneducated people in the world speak more
than one tongue, and in places such as
Cameroon (279 languages), Papua New Guinea
(823) and India (387) it is common to speak
three or four distinct languages and a dialect or
two as well.

H “Many Americans and Canadians, to the west

of Quebec, have a gut reaction that
anyone speaking another language in front of
them is committing an immoral act,” Grimes
observes. “You get the same reaction
in Australia and Russia. It is no coincidence
that these are the areas where languages are
disappearing the fastest.” The first step
in saving dying languages is to persuade the
world’s majorities to allow the minoritiesamong
them to speak with their own voices.

adapted with permission from Gibbs, W.W., 'Endangered

Languages', Scientific American, July 2002.

Questions 1-3
Do the following statements agree with the
information given in the passage? Write:
 if the statement agrees with the
TRUE
information

if the statement contradicts the

FALSE
information

NOT
if there is no information on this
GIVEN

1 Krauss predicted that a very high percentage

of the world’s languages would become
extinct. True
2 There is evidence that the merging of
languages helps international business.
3 One expert believes that when a language
dies, its culture dies too.

Question 2
Step 1 a. You have already
Go to the True/False/Not underlined the
Given questions. following key words in
the questions. This
a. Underline the key time look at Question
words in each 2.
question.
b. Go back to Question 2 There
2 and read it is evidence that
carefully. Keep the the merging of
key words in your languages helps
mind. international business.
b. Keep the following the
key words from
Question 2 in his mind
when you go to the
reading passage to find
the answer:
(there is)
evidence
 merging of
languages
helps
internationa
l business

Step 2 a. When you scan the

Go to the passage. reading passage, you
should notice
a. Scan your that Paragraph Chas
skimming notes many of the key words
and the from Question 2. These
paragraphs for words have been
synonyms of (or highlighted.
words related to)
the key words 2 There is evidence that
in the the merging of languages
question. helps international
business.
b. Read
intensivelythe
sentence(s) Paragraph C
containing these On the face of
key words it, the consolidation of
to determine if human
the language might seem
information is like a good trend, one
the same as that could ease ethnic
(True) or tensions and aid global
different to commerce. Linguists don’t
(False) the deny those benefits, and
question. they acknowledge that in
c. If the information most cases small
is neither the communities
same as or choose (often
different to the unconsciously) to
question, move switch to the majority
on to other language because they
parts of the believe it will boost their
passage to find social or economic status.
the information.
b. You can see that aspects of
 If you cannot Question 2 are mentioned in
find sentences the passage - ‘merging of
which prove languages’ (‘consolidation
the question of human language’) ‘helps
True or False, international business’ (‘aid
the answer to global commerce’).
the question However, one key aspect of
is Not Given. the Question 2 is not
mentioned in the passage –
that ‘there is evidence’.
You should now scan the rest of
the reading passage to find
if there is evidence (or
not)that the merging of
languages helps international
business. If the reading
passage mentions that there is
evidence, the answer is True. If
the passage mentions
that there is NOT evidence,
the answer is False. Otherwise,
the answer must be Not
Given.
c. After reading through the
rest of the passage, you
should see that there is no
mention of evidence that
the merging of languages
helps international business.
Therefore, the answer
in Not Given (NG).
1 NG

2 The correct answer is Not Given (NG).

Question 3
Step 1 a. You have already
Go to the True/False/Not underlined the
Given questions. following key words
 a. Underline the key in the questions.
words in each This time look
question. carefully at Question
b. Go back to Question 2 3.
and read it
carefully. Keep the 3 One expert
key words in your believes that when a
mind. language dies, its
culture dies too.
b. Keep the following
the key words from
Question 3 in your
mind when you go to
the reading passage
to find the answer:
one expert
when a language
dies
its culture dies too

Step 2 a. Remember that the

Go to the passage. questions follow the
order of the reading
a. Scan your skimming passage, so we know
notes and the that the answer for
paragraphs for Question won’t be in
synonyms of (or Paragraphs A-C, so you
words related to) should begin by
the key words in scanning Paragraph D.
the question. We you do, you should
b. Read notice that Paragraph
intensivelythe D has some of the key
sentence(s) words from Question
containing these key 3. These words have
words to determine been highlighted.
if the information
3 One expert believes
is the same as
that when a language
(True) or different
dies, its culture dies
to (False) the
too.
question.
c. If the information is
neither the same as
or different to the Paragraph D
question, move on Many experts in the
to other parts of field nonetheless
the passage to find mourn the loss of rare
the information. languages, for several
If you cannot find reasons. To start, there
sentences which is scientific self-
prove the question interest: some of the
True or False, the most basic questions in
answer to the linguistics have to do
question is Not with the limits of
Given. human speech, which
are far from fully
explored. Many
researchers would like
to know which
structural elements of
grammar and
vocabulary – if any –
are truly universal and
probably therefore
hardwired into the
human brain. Other
scientists try to
reconstruct ancient
migration patterns by
comparing borrowed
words that appear in
otherwise unrelated
languages. In each of
these cases, the wider
portfolio of languages
you study, the more
likely you are to get
the right answers. “I
think the value is
mostly in human
terms,” says James A.
Matisoff, a specialist in
rare Asian languages
 at the University of
California at Berkeley.
“Language is the most
important element in
the culture of a
community. When it
dies, you lose the
special knowledge of
that culture and a
unique window on the
world.”
adapted with
permission from Gibbs,
W.W., 'Endangered
Languages', Scientific
American, July 2002.
b. You can see that many
aspects of Question 3
are mentioned in the
last two sentences of
Paragraph D - 'expert’
('experts’, 'a
specialist’, 'James A.
Matisoff’) 'when a
language dies’ ('when
it[language] dies’),
'culture’ ('culture’) and
'dies’ ('lose’).
However, when you
read more intensively
for detail, you can see
that the passage gives
different information
about the relationship
between language and
culture from the
question.
Reading
Question
passage
 death of death of
language language
(leads to) (leads to)
death of loss of
that knowledge of
culture that culture

Because the
information in the
question is different
from the information in
the passage, you
should determine the
answer to Question 3 is
False (F).
1 F

3 The correct answer is False (F).

Make sure that for True/False/Not Given questions you

write True (T) or False (F) as your answer. Do NOT write Yes
(Y) or No (N) as these will be marked incorrect!.

5.6 True/False/Not Given questions 1

Do this activity in your

workbook.
Read the passage The Rush ( P9) again and answer the
True/False/Not Given questions below.
When you have finished, click on the Check button to check
your answers.
If you would like to view the reading passage on screen, click
on the button below.
The Rush
A Lying, huddled in his sleeping bag, Bernard Peters listens to
the howling wind buffeting the walls of his tent. In the
distance, the occasional sound of falling ice and rock,
rumbles into the valley below. After initially falling asleep
quite quickly at around 9pm, the sound of the gale tearing
through the mountain peaks has kept him awake for the
past 2 hours. He glances at his watch. It is now 3 am. Only
two more hours of sleep and it will be time to continue his
assault on Mount Manaslu, the eighth highest mountain in
the world standing at a daunting 8163 metres, just 685
metres lower than nearby Mount Everest.
B Bernard is part of an ever-growing group of people addicted
to so-called ‘extreme’ sports. These sports, which include
activities such as mountain climbing, scuba diving, bungie
jumping and sky diving, challenge the individual to push
themself to and beyond their physical and psychological
limit. The aim of performing such death defying feats is not
to further science or for the discovery of anything that could
benefit humanity. If asked, participants of such activities will
tell you they are there for ‘the rush’.
C This ‘rush’ they refer to is actually the biological
phenomenon of the release of adrenaline into the blood.
Adrenaline is a chemical produced by the body in the
adrenal glands, located above the kidneys. According to
Professor Vice of Alablast University, when people find
themselves in a stressful situation, the glands release
adrenaline into the bloodstream, where it provides the body
with a sudden surge of energy. This causes the heart rate
and body temperature to increase and senses such as sight
and smell to become more sensitive whilst reducing pain
receptors. Blood is drawn into the body core, so that if the
skin is cut open, there will be less bleeding and the muscles
of the body tighten ready for use. Professor Vice says that
these reactions are the body’s way of preparing the
individual to deal with their source of stress.
D In daily life adrenaline provides people with the extra
energy needed to deal with stressful and potentially
dangerous situations. If someone, for example, found
themself in a dark street facing a person with a large knife,
adrenaline would provide the burst of energy and
heightened concentration required for them to deal with the
situation and hopefully escape from their potential attacker.
The power of this chemical cannot be doubted with doctors
using it on patients as a natural treatment for pain and as a
sedative, injecting adrenaline directly into patients suffering
from severe stress disorders and insomnia. There are also
various accounts of people performing super human feats,
such as leaping over high walls under the influence of
adrenaline.
E Psychologist Alfred Ryan, in his recent study on the effects
of adrenaline, has shown that many of the people who take
part in extreme sports become addicted to the natural high
they get from the adrenaline released into their
bloodstream. “The result is, they push themselves to
perform increasingly risky feats trying overcome their
natural fear barriers.” Some actually refer to themselves as
‘adrenaline junkies’, literally living their lives in pursuit of
the state of euphoria they get from putting their life on the
edge.
F Such pursuits, however, do not come cheap. Each event
involves a long shopping list of expensive equipment and
the costs of transport and accommodation in exotic
locations, leaving the more extreme expeditions open only
to affluent members of society. Bernard acknowledges that
if it wasn't for his high income as the head of a medical
research project at Michou University, he would not be able
to pursue his love for the extreme. "I would also love to get
married, but right now I just don't have time to think about
a serious relationship. This year I am climbing the
Himalayas. Next summer I am off to South Africa to swim
with great white sharks. After that I hope to do some skiing
in the Andes." The list of 'things to do' goes on, with all the
places and events being as high, new and dangerous as
possible.
G Bernard admits that his love affair with danger is not to be
taken lightly. Just last year, one of his best friends died
trying to reach the top of Mount Everest. "I am sad he is
gone, but we all have to die some day. I have peace
knowing that he passed away climbing a mountain which is
what he loved doing."Sadly his friend will not be the last life
claimed in an attempt to reach the top of the highest
mound of rock and ice on the planet, where an average of
seven people die every year. Despite the amount of
planning, training and equipment that goes into such
expeditions, there are always unpredictable variables, such
as sudden changes in weather, equipment failure and
injury. Bernard rationalises the risks he takes by stating that
all things in life require risks. "Just by trying to cross a road
there is the risk you will be hit by a car. Life is short, and I
intend to make the most of it", he says.
H After almost 2 years of planning, one million dollars to cover
costs and intense physical effort, Bernard and his team
finally sit on the top of Mount Manaslu. The climax of their
journey lasts for a brief 30 minutes before they begin the
four day journey back down the mountain, facing further
potential danger. Yet, there are no regrets, whatever the
outcome. They are willing to risk death for a fleeting
glimpse of feeling alive.

Questions 1-5
Do the following statements agree with the
information given in the passage? Write:
if the statement agrees with the
TRUE
information

if the statement contradicts the

FALSE
information
 NOT
if there is no information on this
GIVEN

1 Alfred Ryan believes that people learn to

conquer their fears through continuing to do
extreme sports.
2 Bernard worries that he wouldn’t be a good
husband.
3 Bernard's training can prevent all
unpredictable events except bad weather.
4 Bernard thinks that a short and dangerous life
is better than a long but boring one.
5 Bernard’s team would only regret an
expedition if his team suffered a tragedy.

1 The correct answer is True (T). You can find the answer
in Paragraph E – the only paragraph where Alfred Ryan
is mentioned - where it says, ‘ Psychologist Alfred
Ryan....has shown that many of the people who take part
in extreme sports become addicted to the natural high
they get from the adrenaline released into their
bloodstream. “The result is they push themselves to
perform increasingly risky feats trying to overcome their
natural fear barriers.”’ Notice that the words related to
the key words in the question have been underlined. The
verb group ‘ overcome their natural fear barriers’ in the
passage has the same meaning has ‘ conquer their fears’
in the question. The idea of ‘continuing to do extreme
sports’ in the question is conveyed by ‘ perform
increasingly risky feats’ in the passage. Therefore,
because the information in the question is the same as
the information in the passage, the answer isTrue.

2 The correct answer is Not Given (NG). In Paragraph

F, Bernard says, ‘ I would love to get married, but right
now I just don’t have time to think about a serious
relationship.’ This is the only time that Bernard discusses
marriage, so you know that this sentence contains the
answer. Because the sentencedoesn’t
 mention anything about Bernard’s worrying about being
a good husband, we know that the answer is Not Given.

3 The correct answer is False (F). You find the answer

in Paragraph G where it says, ‘ Despite the amount
of training and equipment that go into such expeditions,
there are always unpredictable variables, such as
sudden changes in weather, equipment failure and
injury.’ Notice that the words related to the key words in
the question have been underlined. From the passage,
you can see that Bernard’s training cannot prevent other
unpredictable events except the weather, because it
can’t prevent equipment failure and injury. Therefore,
because the information in the question is different from
the information in the passage, the answer is False.

4 The correct answer is Not Given (NG). In Paragraph

G, Bernard says, ‘Life is short, and I intend to make the
most of it.’ This means that Bernhard doesn’t mind living
a risky (dangerous) life through extreme sports because
life is short. However, he doesn’t say anything about such
a life being better or worse than a longer, boring one.
Therefore, because the information in the question isn’t
mentioned in the passage, the answer is Not Given.

5 The correct answer is False (F). You find the answer

in Paragraph H where it says, ‘Yet there are no
regrets, whatever the outcome.’ Notice that the words
related to the key words in the question have been
underlined. The sentence from the passage states that
Bernard and his team would have no regrets at all (i.e.,
even if the team suffered a tragedy). Therefore, because
the information in the passage is different from the
information in the question, the answer isFalse.

Let's practise answering another set of True/False/Not Given

questions.
 5.7 True/False/Not Given questions 2

Do this activity in your

workbook.
Read the passage Treating a Disease or Inventing One? (P10)
again and answer the True/False/Not Given questions below.
Remember to skim the passage before you answer the
questions.
When you have finished, click on the Check button to check
your answers.
If you would like to view the reading passage on screen, click
on the button below.
Treating a Disease or Inventing One?
A Does your child frequently make careless mistakes in
schoolwork or other activities? Does he or she often have
difficulty organising tasks or activities? Are there times
when you are frustrated by the way your child is easily
distracted or forgetful? Or perhaps the problem is the way
he or she runs about or climbs excessively, is always on
the go and seems to find it impossible to play quietly. A
dislike of difficult and boring tasks, such as homework,
could also be added to this list. If these “symptoms” sound
familiar, there is no need to blame yourself or feel bad
about your parenting skills. Your child is probably suffering
from a medical condition: Attention Deficit Hyperactivity
Disorder, or ADHD as it is commonly known.

B This is the view of Dr Edward Bryant, president of the

Australian Foundation for Mental Health and an expert on
the condition. Bryant maintains that ADHD affects
between 3 to 5 per cent of all children in Australian
schools today. In the United States, over 2 million children
are thought to suffer from the disorder. According to Dr
Bryant, ADHD is the cause of an enormous array of
learning problems, as well as juvenile delinquency and
anti-social behaviour in the teenage years. Bryant claims
“the problem is not only suffered by the children with
ADHD. Parents suffer in many ways. Not only do they have
 to cope with the demands of caring for their ADHD
affected children, but they also have to endure criticism
that it is their poor parenting skills which caused the
condition. We know now that children with ADHD have
significantly different brain activity to normal children and
thankfully we now have ways of treating the condition. We
cannot as yet cure it, but we can help manage the
symptoms and offer both parents and children some hope
for a normal life.”

C The treatment Dr Bryant refers to – or at least the most

controversial one – is the use of stimulant drugs such as
Ritalin and Dexedrine. Particularly controversial is the fact
that these drugs are basically the same amphetamines
sold on the street illegally under the name of ‘Speed.’
Bryant concedes that some parents are reluctant to have
their children put on these drugs for this very reason.
“Many parents express concern that the drugs could prove
addictive to their children, but we have proven that this is
only the case with adults. Others also worry that the use of
these drugs could set up a need for harmful illegal drugs
later in life, but this has also been shown to be a myth.”

D It is not a myth according to Professor Jane Mitchell, a

leading child psychologist at the University of East Sydney.
She considers the views of Edward Bryant to be more than
simply inaccurate. She maintains that they are positively
dangerous. “ADHD is a disorder that has been created by
those administering its treatment. Yes, there are children
with behavioural problems and anti-social habits. But
these are caused by many different factors and have
many different solutions. I ask all parents with difficult
children this question: Do you want your child being
labelled as one who misbehaves, or as one who suffers
from clinical mental illness? That is your choice.”

E Professor Mitchell refutes Bryant’s so-called proof, arguing

that there is no conclusive evidence that children labelled
with ADHD have different brain function. She also is
strongly opposed to the use of stimulant drugs to treat the
condition. Contrary to Bryant’s claims, she maintains that
 there is considerable evidence of addiction in children to
Ritalin, and a growing body of data suggesting that
childhood prescription of these drugs has led to serious
substance abuse problems later in life with drugs such as
cocaine. “We even have documented cases of parents
trying to have their child classified as ADHD so they could
sell their children’s drugs on the street.”

F According to Jane Mitchell, there are no easy answers to

many childhood behavioural problems. But instead of
settling for a simplistic label and subsequent drug
treatment, we need to ask ourselves more questions.
Mitchell poses this question: “What precisely is
a normal child?” She maintains all the symptoms quoted by
experts like Edward Bryant are found in just about all
children everywhere. It is true that some children display
these characteristics more than others, and some to the
extent where their education and family life are negatively
affected. But all of the symptoms on the list occur in all
children at some time or another. Psychiatrists are ticking
them off a list and adding them up to be a medical
diagnosis.” Mitchell lists many factors which can contribute
to an excessive display of the behaviour which can lead to
the label of ADHD: stress from divorce and domestic
problems, growing pressure for children to achieve good
results in school and excessive stimulus from television and
computer games.

G She also points out that standards of how “good” children

act vary hugely from culture to culture. “Technically, a child
who is considered well-behaved in one culture could be
classified as having ADHD in another. In Melanesian
societies such as Papua New Guinea, for instance, children
would never be expected to sit quietly at the dinner table
while adults talked. They would be permitted to run around
and basically be children.”

H Labelling a wide range of unpleasant behaviours as a

psychiatric disorder and then treating it with drugs might
not be the answer, but it is a good way of avoiding a lot of
 very difficult questions. It is also a quick and convenient
way for parents and health practitioners alike to attempt
to “fix” and dispense of behaviours in children which have
emotional and psychological roots which other forms of
treatment could equally address.

Questions 1-5
Do the following statements agree with the
information given in the passage? Write:
if the statement agrees with the
TRUE
information

if the statement contradicts the

FALSE
information

NOT
if there is no information on this
GIVEN

1Dr. Bryant states that brain function of ADHD

sufferers is unlike that of other people.
2 Dr. Bryant claims that children who are put on
drugs to help their ADHD become addicted to
illegal drugs later in life.
3 Professor Mitchell believes that ADHD is a
convenient label for problems with other causes.
4 In some countries, the disorder of ADHD is not
known.
5 The author believes that other methods
should be used to help some children with
behavioural problems.

1 The correct answer is True (T). You find the answer

in Paragraph B, where it says, ‘Bryant claims that … We
know now that children with ADHD have
 significantly different brain activity to normal children….’
Notice that the words related to the key words in the
question have been underlined. From the passage, you
can see that Bryant (an expert) believes that the brain
function (‘brain activity’) in ADAD children is different to
that of other people (‘normal children’). Therefore,
because the information in the question is the same as
the information in the passage, the answer is True.

2 The correct answer is False (F). You find the answer

in Paragraph C, where it says, ‘Bryant concedes that …
Many parents express concern that the drugscould
prove addictive to their children, but we have proven that
this is only the case with adults. Others also worry that
the use of these drugs could set up a need for harmful
illegal drugs later in life, but this has also been shown to
be a myth..’ Notice that the words related to the key
words in the question have been underlined. From the
passage, you can see that Bryant is contradicting
parents’ worry about drug addiction by say there is no
indication that children treated with drugs for ADHD
become addicted to drugs later in life. Therefore, because
the information in the question is the different from the
information in the passage, the answer is False.

3 The correct answer is True (T). You find the answer

in Paragraph D, where it says, ‘Professor Jane Mitchell…
considers the views of Edward Bryant to be more than
simply inaccurate. ‘ADHD is a disorder that has
been created by those administering its treatment. Yes,
there are children with behavioural problems and anti-
social habits. But these are caused by many different
factors and have many different solutions’...’ Notice that
the words related to the key words in the question have
been underlined. From the passage, you can see that
Mitchell clearly disagrees with Bryant, which means you
should think that the answer might be True. When you
read more intensively, you should see that Mitchell does
believe that children with behavioural problems are
labelled ADHD by medical professionals when there might
be other causes of their problem. Therefore, because the
 information in the question is the same as the
information in the passage, the answer is True.

4 The correct answer is Not Given (NG). You probably

looked at Paragraph G, which discusses the differences
in perceptions in different cultures of what a ‘good, well-
behaved’ child is (i.e., on without ADHD). However, you
need to be careful and notice that nowhere in Paragraph
G does it say that the disorder of ADHA is ‘unknown’.
Therefore, because the information in the question is not
directly mentioned in the passage, the answer is Not
Given.

5 The correct answer is True (T). You find the answer

in Paragraph H, where it says, ‘Labelling a wide range
of unpleasant behaviours as a psychiatric disorder…is
also a quick and convenient way for parents and health
practitioners alike to attempt to ‘fix’ and dispense
of behaviours in children which have emotional and
psychological roots which other forms of treatment could
equally address.’ Notice that the words related to the key
words in the question have been underlined.
From the Paragraph H, you should first notice that no
expert is being quoted, so you can assume that the
information and opinions given come from the author.
You should also see that does seem to agree with Mitchell
by saying that labelling children with behavioural
problems as having ADHD and treating them with drugs
is a ‘convenient’ and ‘easy’ of treating the problems
when other forms of treatment might be equally effective
– indirectly saying that for some children other forms of
treatment should be used. Therefore, because the
information in the question is the same as the
information in the passage, the answer is True.

Summary
In Step 5, you have learnt how to answer three Specific
Information question types:
 Multiple Choice
 Information Location
  True/False/Not Given
In Step 6, you will learn how to answer Summary Completion
questions.
Step 6:

Summary Completion question types

Introduction

Outcomes
By the end of this step, you will be able to answer Summary
Completion questions using words and phrases:
 provided in a box
 From the reading passage.

What is a Summary Completion question?

Summary Completion questions present
a summary of either the whole reading
passage or part of the passage with
words missing. Your task is to choose the
most appropriate word or phrase to
complete the summary. This requires you
to skim, scan and read the passage
intensively, so that you can find
specific words to answer all questions. Like the Specific
Information questions we looked at in Step 5, Summary
Completion questions also have word
limits of one, two, three or four words.
It is important that you read the summary carefully to
make sure the words you choose to fill the gaps fit
grammatically and make sense.
There are two types of Summary Completion questions:
 with a box of possible answers, which are answered by
choosing from words provided in a box.
 without a box of possible answers, which are
answered by finding the appropriate word or
expression from the reading passage.
Let’s begin by looking at how to answer Summary Completion
questions with a box of possible answers.
Summary Completion questions with a box of possible answers
Look at the example of a one-paragraph summary of the
reading passage The Use of Comics in Educationbelow. You
read this passage in Steps 3 and 4. If you would like to see the
skimmed passage again, click on the button below.
The Use of Comics in Education
A Comics, or something very like them, have
been used for instruction for thousands of
Comics used years. Sequential or serial art – a series of
for instruction
pictures which tell a story – has a history
- thousands of
years almost as long as that of mankind
itself. Before the invention of writing,
drawing was the only way in which the story
of a hunting success, or any other story, could
be recorded. Prehistoric cave paintings from
areas such as Lascaux in France show simple
stories in which a hunter successfully brings
down his prey. Later generations could learn
of the achievements of their ancestors from
the paintings, which may have been used
as an aid to oral storytelling.

B Much later, after the invention of writing,

sequential art continued to be used for
Comics used the instruction of those among the population
to help
who were illiterate. Carved or painted friezes
illiterates
(bands of graphic decoration) accompanied
written inscriptions in ancient Egyptian
temples, so that those who could not
read could understand and participate in
religious rituals. Similarly, the interior walls of
many medieval cathedrals and churches in
Europe were covered with painted
squares depicting religious stories – again, so
that the illiterate could ‘read’ them. This type
of art can be regarded as one of the
 forerunners of the modern comic book.

C Comic strips and books first appeared in

the 19th century. For a long time, they
19th century were regarded as a hindrance to education. It
attitude to
was believed that comics would in some
comics
negative way destroy a child’s ability to concentrate on
writing without illustrations. It was also widely
believed that comics promoted the use of
substandard language and bad spelling,
therefore hindering a child’s reading
development. These attitudes were probably
strengthened by a reaction against the
violent elementfound in some comics, but
they extended even to those with the most
harmless subject material – animal stories, for
example, or even the ‘classic’ comics of the
1960s and 70s, based on stories from
Shakespeare or other ‘high culture’ authors.
Many educators and parents believed that the
latter were especially harmful in that, by
providing a shortcut to the classics,
they prevented young people from tackling
the real thing. Catherine L. Kouns, the
Marketing Director of Warp Graphics, a
company which produces comics, states that
‘Comics were regarded as one of the lowest
forms of life on the scale of literary evolution’.
Dr Elaine Millard of the University of Sheffield
believes that ‘this view arises from the fact
that all comics are created from the
interaction of images, which are dominant,
with a small amount of text. Critics regard
reading comics as “looking at pictures” which
they equate with a lack of literacy in children.

D In recent times, some educators have

been rethinking former attitudes to comics,
Recent times and have been exploring them as a
attitudes to
possible aid in fighting illiteracy. The
 comics Wisconsin Literacy Education and Reading
positive Network advocates the use of comics to teach
where other methods have been
unsuccessful. They state that comics are a
way to motivate children who might not
otherwise want to read, as they provide
minimal text accompanied by illustrations,
humour and references to daily life. The
network views them as a valuable aid in
helping to build vocabulary, and as a source
of information on environmental, political,
social and historical topics. Dr Elaine Millard
agrees. In a paper entitled ‘Comics and
Reading Choices’, written with Jackie Marsh,
also of the University of Sheffield, she
discusses a project in which comic lending
libraries were set up in schools. Teachers
whose students participated in the project
reported that ‘the children loved it…it was
really motivating for them.’ Feedback from
children made it clear that the use of comics
involved family members who might not
otherwise have become involved in the
reading process. This was especially the case
when the child was male and had been
identified as a weak reader. Fathers and older
brothers showed active interest in the
children’s reading, which encouraged the
children to view reading as a worthwhile
activitywhich received male approval.

E Some owners of publishing companies which

produce comics have been quick to recognise
Commercial the commercial potential of this new
potential of
attitude on the part of educators. Gail Burt,
comics
owner of Metropolis Comics, states ‘I am
deeply committed to literacyand (to)
establishing a good foundation for children to
become good readers………Comics are no
 longer just about superheroes; there
are literate, interesting storiesfor all ages and
all readers.’

F The use of comic books in education

has extended well beyond the area of
Different literacy. For a number of years now,
educational
educational projects have been built around
projects of
comics them. Professor Jim Kokalios of the University
of Minnesota has used comic books such as
Superman and Spiderman to teach first-year
students the fundamentals of physics. ‘Rather
than presenting the physics as it’s normally
done in a traditional course, we introduce it
through problems that present themselves in
comic books’, Professor Kakalios states. Other
projects have used specially-produced comic
books. Following the success of the four-
volume set The Japanese Economy for
Beginners, the Japanese Government has
used similar comic books to explain its White
Papers on the Economy; in the Philippines,
comics have been extensively used to inform
the people on health and the environment,
and in other countries such as Thailand,
Malaysia and Nepal, governments have
distributed comics designed to promote social
issues. It seems that comics have come some
distance towards regaining the original
educational purpose of their distant
ancestors.

Questions 1-4
Complete the following summary using words
from the box.
For millennia, stories have been told and
 achievements recorded using 1..................... .
Even following 2....................., it was used so
that the illiterate could
understand 3..................... . However, when the
first comic strips and books appeared in the
19th century, they were seen as harmful for
young people because they
encouraged 4.................... .

 pictures  the invention of

 religious rituals writing
 looking at  written
pictures inscriptions
 sequential art  illiteracy
 the start of
storytelling

You will notice that in this example, there are eight possible
answers in the box but only four questions. Your task is to
choose the words that fit grammatically and make sense.
Most of the possible answers for this question are nouns
because Summary Completion questions usually concentrate
on content words, which are nouns, verbs and adjectives.

Now let’s look at the process for answering Summary

Completion questions with a box of possible answers.

The Process
Below is a process to follow to help you answer Summary
Completion questions more effectively.
Step 1
Go to the Summary Completion question
a. Read the summary and underline the key
words.
b. Look at all of the answer choices and choose
possible answers for each question. Remember
that these choices need to:
1. fit grammatically and
2. make sense.
 Step 2
Go to the reading passage
a. Choose the paragraph with the same topic as
the question. Remember that you can use the
notes you made next to each paragraph when
you first skimmed the passage to help you.
b. Scan the paragraph for words (or words with
a similar meaning) which match the key words
from the sentence in the summary. For this, it is
helpful to think of possible synonyms for the key
words in the summary.
c. Read intensively the part of the paragraph
containing key words or synonyms to find the
correct answer.

Now, let's look at an example of how to follow these steps.

Step 1 Go to the Summary Completion question.

Let’s look at the first question in the summary.
For millennia, stories have been told and achievements
recorded using 1..............

 pictures  the invention of writin

 religious rituals  written inscriptions
 looking at pictures  illiteracy
 sequential art  the start of storytellin

Step 1a. Read the summary and underline the key words
Identifying and underlining key words or key phrases in the
summary will help you to find the answer in the passage. The
key words of this question are underlined below:

For millennia, stories have been told and achievements recorded using 1.
The key words in the summary are often synonyms for words
or phrases used in the passage. A synonym is another word
or phrase that has the same meaning.
Let’s look at an example of this.
Example
In the question we have the key word ‘millennia’. Can you find
a synonym for ‘millennia’ in the sentence from the passage
below?

Comics, or something very like them, have been used for instruction for th

The sentence does not have the word ‘millennia’, but it does
have the phrase ‘thousands of years’ which has the same
meaning.
Remember, you will be looking for both key words and
synonyms of key words in the passage. It is useful to try to
think of synonyms for key words, while you search the
passage, because it will make it easier to find the words you
are looking for.

Activity - Thinking of synonyms

What synonyms can you think of for the following key

words? Type them in the space provided. The first one has
been done for you. When you have finished, click on
the Check button to check your answers.

For millennia, stories have been told and achievements recorded using 1.

Key words Synonyms

Millennia thousands of years,

several thousand years

Stories
 Told

Achievements

Recorded

Using

Possible synonyms for these key words could include:

Key words Synonyms

thousands of years,
Millennia
several thousand years

Stories tales, narratives

related, repeated,
Told
passed on

successes,
Achievement
accomplishments,
s
feats

Recorded noted, written

Using with, by means of

In the Reading test, make sure you think of synonyms for the
key words and keep them in your head as you search the
passage for the answer. You will not have time to write a list of
synonyms as we have done here.
Step 1 Look at all of the answer choices and choose possible answers for each
question
Before going to the reading passage you need to look at the
words in the box and see which ones fit best in the gaps in the
summary. You should make sure that:
 the words fit the sentence grammatically
 the meaning of the completed sentence makes sense.

Example
For millennia, stories have been told and achievements recorded
using 1..............

 pictures  the invention of writing

 religious rituals  written inscriptions
 looking at pictures  illiteracy
 sequential art  the start of storytelling

Look at the eight answer choices in the box. We need to see

which of these words could complete Question 1. To do this,
quickly try and fit the words and phrases from the box into the
sentence. Ask yourself which answer fits best according
to grammar and meaning.
Possible answers
There are five answer choices that fit
grammatically and make sense.
 pictures

For millennia, stories have been told

and achievements recorded
using 1 pictures.
 the invention of writing
For millennia, stories have been told
and achievements recorded
using 1 the invention of writing.
 religious rituals
For millennia, stories have been told and achievements recorded
using 1 religious rituals.
  written inscriptions
For millennia, stories have been told and achievements recorded
using 1 written inscriptions.
 sequential art
For millennia, stories have been told and achievements recorded
using 1 sequential art .
Answer choices that are not possible
The other three answer choices from the box do not
fit into the sentence. Reasons are given below:
 illiteracy

For millennia, stories have been told

and achievements recorded
using 1 illiteracy.
This answer fits the sentence grammatically but the
sentence doesn’t make sense. The word ‘illiteracy’
means being unable to read or write. Therefore, to
say achievements have been recorded (or written) using
illiteracy cannot be correct.
 looking at pictures

For millennia, stories have been told

and achievements recorded using 1
looking at pictures.
This answer cannot be right because it is not grammatically
correct to have two present continuous verbs together ‘using
looking’.
 the start of storytelling

For millennia, stories have been told and achievements recorded

using 1 the start of storytelling.

Step 2 – Go to the reading passage

To help you to find the correct answer, you should do the
following:
a. Choose the paragraph with the same topic as the
question. Remember that you can use the notes you
made next to each paragraph when you first skimmed the
passage to help you.
b. Scan the paragraph for words (or words with a similar
meaning)which match the key words from the sentence
in the summary. For this, it is helpful to think of possible
synonyms for the key words in the summary.
c. Read intensively the part of the paragraph containing
key words or synonyms to find the correct answer.

Step 2a. Choose the paragraph with the same topic as the question.
We can find the paragraph that has the answer to the question
by skimming the passage and reviewing the main idea of each
paragraph. Remember that you can use the notes you made
next to each paragraph when you first skimmed the passage to
help you. The paragraph that has the same main idea as the
question is most likely the paragraph that will have the answer.

Activity - Skimming the passage

Skim the first three paragraphs of the passage and click
on the paragraph that has the same main idea as in Question 1
below. You will notice that the skimming notes we created in
Step 3 have been included.

For millennia, stories have been told and achievements recorded using 1.

The Use of Comics in Education

A Comics, or something very like them, have been

years. Sequential or serial art – a series of pictu
Comics used for almost as long as that of mankind itself. Before
instruction - thousands only way in which the story of a hunting success
of years. recorded. Prehistoric cave paintings from areas
stories in which a hunter successfully brings dow
 of the achievements of their ancestors from the
as an aid to oral storytelling.

B Much later, after the invention of writing, seque

the instruction of those among the population w
Comics used to help friezes (bands of graphic decoration) accompan
illiterates. Egyptian temples, so that those who could not r
religious rituals. Similarly, the interior walls of m
Europe were covered with painted squares depi
illiterate could ‘read’ them. This type of art can
the modern comic book.

C Comic strips and books first appeared in the 19t

were regarded as a hindrance to education. It w
19th century attitude way destroy a child’s ability to concentrate on w
to comics negative. widely believed that comics promoted the use o
therefore hindering a child’s reading developme
strengthened by a reaction against the violent e
extended even to those with the most harmless
example, or even the ‘classic’ comics of the 196
Shakespeare or other ‘high culture’ authors. Ma
the latter were especially harmful in that, by pro
they prevented young people from tackling the
Marketing Director of Warp Graphics, a compan
‘Comics were regarded as one of the lowest form
evolution’. Dr Elaine Millard of the University of
from the fact that all comics are created from th
dominant, with a small amount of text. Critics re
pictures” which they equate with a lack of litera

Step 2b. Scan the paragraph for words (or words with a similar meaning) which
match the key words from the sentence in the summary.
Now we need to scan Paragraph A, to find the key words or
their synonyms from the summary in the reading passage.

Activity - Scanning the paragraph for key words

or synonyms
Click on any key words or synonyms of words in the
summary that you can find in the reading passage below. The
first one has been done for you.
For millennia, stories have
been told and achievements recorded using 1..........

Key Synonyms
words

Millennia thousands of years, several

thousand years
(Note: 'Millennium' means on
e thousand
years, 'millennia' means seve
ral thousands of years)

Stories tales, narratives

Told related, repeated, passed on

Achieve successes, accomplishments,

ments feats

Recorde noted, written

d

Using with, by means of

THE USE OF COMICS IN EDUCATION

A Comics, or something very like them, have be
en used for instruction for thousands of
years. Sequential or serial art – a series of
pictures which tell a story – has a
history almost as long as that of mankind itself.
Before the invention of writing, drawing was the
only way in which the story of a
hunting success, or any otherstory, could be rec
 orded. Prehistoric cave
paintings from areas such
as Lascaux inFrance show simple stories in whic
ha
hunter successfully brings down his prey.Later g
enerations could learn of the achievements of th
eir ancestors from the
paintings, which may have been used as an
aid to oral storytelling.
THE USE OF COMICS IN EDUCATION
A Comics, or something very like them, have been used for
instruction for thousands of years. Sequential or serial art – a
series of pictures which tell a story – has a history almost as
long as that of mankind itself. Before the invention of writing,
drawing was the only way in which the story of a
hunting success, or any other story, could be recorded.
Prehistoric cave paintings from areas such as Lascaux in France
show simple stories in which a hunter successfully brings down
his prey. Later generations could learn of the achievements of
their ancestors from the paintings, which may have been used
as an aid to oral storytelling.

Step 2c. Read intensively the part of the paragraph containing key words or
synonyms to find the correct answer.
Now that we have found the key words and synonyms, we need
to read the paragraph carefully to find the answer for the
question:
For millennia, stories have been told and achievements recorded
using 1..........

 Pictures  the invention of writing

 religious rituals  written inscriptions
 sequential art

Read the paragraph carefully and click on the sentence or

sentences which contain the answer.
THE USE OF COMICS IN EDUCATION

A Comics, or something very like them, have

 been used for instruction for thousands of
years. Sequential or serial art – a series of
pictures which tell a story – has a history
almost as long as that of mankind
itself. Before the invention of writing, drawing
was the only way in which the story of a
hunting success, or any other story, could be
recorded. Prehistoric cave paintings from
areas such as Lascaux in France show
simple stories in which a hunter successfully
brings down his prey. Later generations could
learn of the achievements of their ancestors
from the paintings, which may have been
used as an aid to oral storytelling.

Reading the paragraph carefully, we find that:

In the first sentence, the synonym ‘thousands of years’ for the
key word ‘millennia’, is in the first sentence of the paragraph:
“Comics or something very like them, have been used for
instruction for thousands of years.”
The word ‘comics’ is not in our box of possible answers, but the
answer we are looking for could be a synonym for ‘comics’.
The second sentence contains the key words ‘tell’ and ‘story’.
By reading the second sentence carefully, we find
that sequential or serial art means ‘a series of pictures which
tell a story’. Comics are also ‘a series of pictures which tell a
story’, therefore ‘sequential art’ or ‘serial art’ are synonyms for
‘comics’. ‘Sequential art’ is one of the phrases in the box with
the question, so this could be the answer. To be sure, we need
to read the other sentences containing key words or phrases:
........Before the invention of
writing, drawing was the only way in which
the storyof a hunting success, or any
other story, could be recorded. Prehistoric cave
paintings from areas such as Lascaux in France
show simple stories in which a hunter
successfully brings down his prey. Later
generations could learn of the achievements of
their ancestors from the paintings, which may
 have been used as an aid to oral storytelling.
All of these sentences refer to drawings or paintings of
sequential art, so the answer to Question 1 must be:
For millennia, stories have been told and
achievements recorded using 1 sequential
art .
 the invention of
 pictures writing
 religious rituals  written
 looking at inscriptions
pictures  illiteracy
 sequential art  the start of
storytelling

Note that it is a good idea to cross out each answer choice you
have chosen.
Guided Activity - Summary Completion questions
using a box of possible answers

Let’s review the process we have just learnt for answering Summary
Completion questions.
Step 1
Go to the Summary Completion question.
 Read the summary and underline the key
words.
 Look at all of the answer choices and choose
possible answers for each question. Remember
that these choices need to 1) fit
grammatically and 2) make sense.

Step 2
Go to the reading passage.
 Choose the paragraph with the same topic as
the question. Remember that you can use the
notes you made next to each paragraph when
 you first skimmed the passage to help you.
 Scan the paragraph for words (or words with a
similar meaning) which match the key words
from the sentence in the summary. For this, it is
helpful to think of possible synonyms for the key
words in the summary.
 Read intensively the part of the paragraph
containing key words or synonyms to find the
correct answer.
Now you try!
Now, follow these steps to complete Summary Completion Question 2 for the
passage The Use of Comics in Education.
Step 1 – Go to the Summary Completion question.
Look at the Summary Completion question below.
Questions 1-3
Complete the following summary using words
from the box.
For millennia, stories have been told and
achievements recorded using 1 sequential art.
Even following 2...................., it was used so
that the illiterate could understand 3...............
and stories.
 the invention of
 pictures writing
 religious rituals  written
 looking at inscriptions
pictures  illiteracy
 sequential art  the start of
storytelling

1a. Read the summary and underline the key words.

Click on the key words in the Summary Completion question below.
For millennia, stories have been told and achievements recorded
using 1 sequential
art. Evenfollowing 2 ...................., it was used so that the illiterate co
uld understand 3 ............... andstories.
For millennia, stories have been told and achievements
recorded using 1 sequential
art. Even following 2 ...................., it was used so that
the illiterate could understand 3 ............... and stories.

Think of possible synonyms

What synonyms can you think of for the key words? Type them
in the space provided. The third one has been done for you as
an example. When you have finished, click on
the Check button to check your answers.
Key words Synonyms

Following

Used

Understand

Stories tales, narratives

Illiterate

Possible synonyms for these key words could include:

Key words Synonyms

Following after, later

Used utilised, applied

Understand comprehend, follow

Stories tales, narratives

Illiterate unable to read and

write
Step 1b. Look at all of the answer choices and choose possible answers for each
question.
Remember that these choices need to:
1. fit grammatically and
2. make sense.
Look at the possible answers in the box below the question and
click on the answer choices that could be the correct answer for
Question 2.
Questions 1-3
Complete the following summary using words
from the drop-down.
For millennia, stories have been told and
achievements recorded using 1 sequential
Select...
art. Even following 2 , it
was used so that
the illiteratecould understand 3...............
and stories.
 the invention of
 pictures writing
 religious rituals  written
 looking at inscriptions
pictures  illiteracy
 sequential art  the start of
storytelling

Note that there are only two possible answer choices that fit
grammatically and make sense.
 the invention of writing
 the start of storytelling
Keep these answer choices in mind as you go to the reading
passage.

Step 2 – Go to the reading passage.

2a. Choose the paragraph with the same topic as the question.
Click on the button below to skim the reading passage, then click on the
paragraph that contains the key words for Question 2. You may want to refer to
the version you skimmed in your workbook.
 For millennia, stories have been told and achievements
recorded using 1 sequential art.
Even following 2...................., it was used so that
the illiterate could understand 3 .................... and stories.

The Use of Comics in Education

A Comics, or something very like them, have

been used for instruction for thousands of
Comics used years. Sequential or serial art – a series of
for pictures which tell a story – has a history almost
instruction - as long as that of mankind itself. Before the
thousands of invention of writing, drawing was the only way
years. in which the story of a hunting success, or any
other story, could be recorded. Prehistoric cave
paintings from areas such as Lascaux in France
show simple stories in which a hunter
successfully brings down his prey. Later
generations could learn of the achievements of
their ancestors from the paintings, which may
have been used as an aid to oral storytelling.
B Much later, after the invention of writing,
sequential art continued to be used for
Comics used the instruction of those among the population
to help who were illiterate. Carved or painted friezes
illiterates. (bands of graphic decoration) accompanied
written inscriptions in ancient Egyptian temples,
so that those who could not read could
understand and participate in religious rituals.
Similarly, the interior walls of many medieval
cathedrals and churches in Europe were
covered with painted
squares depicting religious stories – again, so
that the illiterate could ‘read’ them. This type of
art can be regarded as one of the forerunners of
the modern comic book.
C Comic strips and books first appeared in
the 19th century. For a long time, they
19th century were regarded as a hindrance to education. It
attitude to was believed that comics would in some
comics way destroy a child’s ability to concentrate on
negative. writing without illustrations. It was also widely
 believed that comics promoted the use of
substandard language and bad spelling,
therefore hindering a child’s reading
development. These attitudes were probably
strengthened by a reaction against the violent
element found in some comics, but they
extended even to those with the most harmless
subject material – animal stories, for example,
or even the ‘classic’ comics of the 1960s and
70s, based on stories from Shakespeare or
other ‘high culture’ authors. Many educators
and parents believed that the latter were
especially harmful in that, by providing
a shortcut to the classics, they prevented young
people from tackling the real thing. Catherine L.
Kouns, the Marketing Director of Warp
Graphics, a company which produces comics,
states that ‘Comics were regarded as one of
the lowest forms of life on the scale of literary
evolution’. Dr Elaine Millard of the University of
Sheffield believes that ‘this view arises from the
fact that all comics are created from the
interaction of images, which are dominant, with
a small amount of text. Critics regard reading
comics as “looking at pictures” which they
equate with a lack of literacy in children.

Step 2b. Scan the paragraph for words (or words with a similar meaning) which
match the key words from the sentence in the summary.
Click on any key words or synonyms of the words in the summary that you can
find in Paragraph B below. One synonym has been highlighted for you as an
example.
For millennia, stories have been told and
achievements recorded using 1 sequential
art. Even following 2.................... , it
was used so that
the illiterate could understand 3...............
and stories.
 Key words Synonyms

Following after, later

Used utilised, applied

Understand comprehend, follow

Stories tales, narratives

Illiterate unable to read and

write

B Much later, after the invention of

writing, sequential art continued to
be used forthe instruction of those among the
population who were illiterate. Carved or painte
dfriezes (bands of graphic
decoration) accompanied written inscriptions in
ancientEgyptian temples, so that those who coul
d not read could understand and participatein
religious rituals; the interior walls of
many medieval cathedrals and churches in
Europe were covered with painted squares depi
cting religious stories – again, so thatthe illiterat
e could ‘read’ them. This type of art can be
regarded as one of the forerunners of the
modern comic book.
B Much later, after the invention of writing, sequential art
continued to be used for the instruction of those among the
population who were illiterate. Carved or painted friezes (bands
of graphic decoration) accompanied written inscriptions in
ancient Egyptian temples, so that those who could not
read could understand and participate in religious rituals; the
interior walls of many medieval cathedrals and churches in
Europe were covered with painted squares depicting
religious stories – again, so that the illiterate could ‘read’ them.
This type of art can be regarded as one of the forerunners of
the modern comic book.
Step 2c. Read intensively the part of the paragraph containing key words or
synonyms to find the correct answer

For millennia, stories have been told and

achievements recorded using 1 sequential
art. Even following 2.................... , it
was used so that
the illiterate could understand 3....................
and stories.
Read the paragraph carefully and click on the sentence or
sentences which contain the answer.
B Much later, after the invention of writing,
sequential art continued to be used for the
instruction of those among the population who
were illiterate. Carved or painted friezes (bands
of graphic decoration) accompanied
written inscriptions in ancient Egyptian temples,
so that those who could not
read could understand and participate in
religious rituals; the interior walls of many
medieval cathedrals and churches in Europe
were covered with painted squares depicting
religious stories – again, so that the illiterate
could ‘read’ them. This type of art can be
regarded as one of the forerunners of the
modern comic book.
B Much later, after the invention of writing, sequential art
continued to be used for the instruction of those among the
population who were illiterate. Carved or painted friezes (bands
of graphic decoration) accompanied written inscriptions in
ancient Egyptian temples, so that those who could not
read could understand and participate in religious rituals; the
interior walls of many medieval cathedrals and churches in
Europe were covered with painted squares depicting
religious stories – again, so that the illiterate could ‘read’ them.
This type of art can be regarded as one of the forerunners of
the modern comic book.

Now that you have read Paragraph B, what is the answer to

Question 2?
Questions 1-3
Complete the following summary using words
from the drop-down.
For millennia, stories have been told and
achievements recorded using 1 sequential
the invention of w riting
art. Even following 2 , it
was used so that
the illiteratecould understand 3...............
and stories.
2 the invention of writing. You can find the answer in the
first sentence of Paragraph B. The distracter for this
question ‘the start of storytelling’ cannot be correct as the
passage does not mention ‘the start of storytelling’ at all.
Activity - Answering Questions 3 and 4

Now answer Summary Completion Questions 3 and 4

on the passage The Use of Comics in Education on your
own. Type your answers into the spaces provided in the
summary. When you have finished, click on the Checkbutton to
check your answers.
If you would like to review the process for answering Summary
Completion questions before you read, click on the button
below.
Step 1
Go to the Summary Completion question.
 Read the summary and underline the key words.
  Look at all of the answer choices and choose
possible answers for each question. Remember
that these choices need to 1) fit
grammatically and 2) make sense.

Step 2
Go to the reading passage.
 Choose the paragraph with the same topic as the
question. Remember that you can use the notes
you made next to each paragraph when you first
skimmed the passage to help you.
 Scan the paragraph for words (or words with a
similar meaning) which match the key words
from the sentence in the summary.For this, it is
helpful to think of possible synonyms for the key
words in the summary.
 Read intensively the part of the paragraph
containing key words or synonyms to find the
correct answer.

You will find the passage in your workbook. Alternatively, if

you would like to view the reading passage on screen, click
on the button below.
The Use of Comics in Education

A Comics, or something very like them, have

Comics used been used for instruction for thousands of
for instruction years. Sequential or serial art – a series of
- thousands of pictures which tell a story – has a history
years. almost as long as that of mankind
itself. Before the invention of writing,
drawing was the only way in which the story
of a hunting success, or any other story, could
be recorded. Prehistoric cave paintings from
areas such as Lascaux in France show simple
stories in which a hunter successfully brings
down his prey. Later generations could learn
of the achievements of their ancestors from
the paintings, which may have been used
 as an aid to oral storytelling.

B Much later, after the invention of writing,

Comics used sequential art continued to be used for
to help the instruction of those among the population
illiterates. who were illiterate. Carved or painted friezes
(bands of graphic decoration) accompanied
written inscriptions in ancient Egyptian
temples, so that those who could not
read could understand and participate in
religious rituals. Similarly, the interior walls of
many medieval cathedrals and churches in
Europe were covered with painted
squares depicting religious stories – again, so
that the illiterate could ‘read’ them. This type
of art can be regarded as one of the
forerunners of the modern comic book.

C Comic strips and books first appeared in

19th century the 19th century. For a long time, they
attitude to were regarded as a hindrance to education. It
comics was believed that comics would in some
negative. way destroy a child’s ability to concentrate on
writing without illustrations. It was also widely
believed that comics promoted the use of
substandard language and bad spelling,
therefore hindering a child’s reading
development. These attitudes were probably
strengthened by a reaction against the violent
elementfound in some comics, but they
extended even to those with the most
harmless subject material – animal stories, for
example, or even the ‘classic’ comics of the
1960s and 70s, based on stories from
Shakespeare or other ‘high culture’ authors.
Many educators and parents believed that the
latter were especially harmful in that, by
providing a shortcut to the classics,
they prevented young people from tackling
the real thing. Catherine L. Kouns, the
Marketing Director of Warp Graphics, a
company which produces comics, states that
 ‘Comics were regarded as one of the lowest
forms of life on the scale of literary evolution’.
Dr Elaine Millard of the University of Sheffield
believes that ‘this view arises from the fact
that all comics are created from the
interaction of images, which are dominant,
with a small amount of text. Critics regard
reading comics as “looking at pictures” which
they equate with a lack of literacy in children.

Questions 1-4
Complete the following summary using words
from the box.
For millennia, stories have been told and
achievements recorded using 1 sequential art.
Even following 2 the invention of writing, it
was used so that the illiterate could
religious rituals
understand 3 and stories.
However, when the first comic strips and books
appeared in the 19th century, they were seen
as harmful for young people because they
Select...
encouraged 4 .
You have probably noticed that Questions 2 and 3 are in the
same sentence in the summary. This means that they will
probably (but not always!) be in the same paragraph in the
reading passage.

Question 3
The correct answer is religious rituals. You can find the
answer in the second sentence of Paragraph B. The distracter
for this question is 'written inscriptions'. The answer
'religious rituals' fits here better than 'written inscriptions'
because the second sentence of Paragraph B refers to both
'religious rituals' and 'religious stories'.
Question 4
The correct answer is illiteracy. You can find the answer in the
last sentence of Paragraph C. The distracter for this question
is 'looking at pictures'. The answer 'illiteracy' fits here better
than 'looking at pictures' because in the last sentence of
Paragraph C, 'looking at pictures' is the cause of the problem,
but 'a lack of literacy' (ie illiteracy) is the result.

Note that in the activities you have just completed, each

sentence in the summary has corresponded to a different
paragraph in the passage. This does not always happen in the
IELTS Reading test. Often, the summary is of only part of the
reading passage, for example Paragraphs A-D. Look at the
example instructions for this situation below:
Complete the summary of Paragraphs A-D of the reading
passage The Use of Comics in Education.
Other times, the summary may be of the whole passage, with
answers being found in some, but not all of the paragraphs.
Let's practise answering more Summary Completion questions
with a box of possible answers using a different IELTS reading
passage.

6.1 Summary Completion questions with a box of

possible answers 1

Do this activity in your

workbook.
Read the passage The Rush (P9) again and complete the Summary Completion
questions below. When you have finished answering the questions, click on
the Check button to check your answers.
If you would like to view the passage on screen, click on the button below.
The Rush
A Lying huddled in his sleeping bag, Bernard Peters listens to
the howling wind buffeting the walls of his tent. In the
 distance, the occasional sound of falling ice and rock
rumbles into the valley below. After initially falling asleep
quite quickly at around 9pm, the sound of the gale tearing
through the mountain peaks has kept him awake for the
past 2 hours. He glances at his watch. It is now 3 am. Only
two more hours of sleep and it will be time to continue his
assault on Mount Manaslu, the eighth highest mountain in
the world standing at a daunting 8163 metres, just 685
metres lower than nearby Mount Everest.
B Bernard is part of an ever-growing group of people addicted
to so-called ‘extreme’ sports. These sports, which include
activities such as mountain climbing, scuba diving, bungie
jumping and sky diving, challenge the individual to push
themself to and beyond their physical and psychological
limit. Traditionally, people risked their lives climbing
mountains in the name of science and discovery. However,
the modern adventurer does not face such death defying
feats to benefit humanity. If asked, participants of such
activities will tell you they are there for ‘the rush’.
C This ‘rush’ they refer to is actually the biological
phenomenon of the release of adrenaline into the blood.
Adrenaline is a chemical produced by the body in the
adrenal glands, located above the kidneys. According to
Professor Vice of Alablast University, when people find
themselves in a stressful situation, the glands release
adrenaline into the bloodstream, where it provides the body
with a sudden surge of energy. This causes the heart rate
and body temperature to increase and senses such as sight
and smell to become more sensitive whilst reducing pain
receptors. Blood is drawn into the body core, so that if the
skin is cut open, there will be less bleeding and the muscles
of the body tighten ready for use. Professor Vice says that
these reactions are the body’s way of preparing the
individual to deal with their source of stress.
D In daily life adrenaline provides people with the extra
energy needed to deal with stressful and potentially
dangerous situations. If someone, for example, found
themselves in a dark street facing a person with a large
knife, adrenaline would provide a powerful burst of energy
 and heightened concentration required for them to deal
with the situation and hopefully escape from their potential
attacker. The strength of this chemical cannot be doubted.
Doctors use it on patients as a natural treatment for pain
and as a sedative, injecting adrenaline directly into patients
suffering from severe stress disorders. There are also
various accounts of people performing super human feats,
such as leaping over high walls under the influence of
adrenaline.
E Psychologist Alfred Ryan, in his recent study on the effects
of adrenaline, has shown that many of the people who take
part in extreme sports become addicted to the natural high
they get from the adrenaline released into their
bloodstream. “The result is, they push themselves to
perform increasingly risky feats trying to overcome their
natural fear barriers.” Some actually refer to themselves as
‘adrenaline junkies’, literally living their lives in pursuit of
the state of euphoria they get from putting their life on the
edge.
F Such pursuits, however, do not come cheap. Each event
involves a long shopping list of expensive equipment and
the costs of transport and accommodation in exotic
locations, leaving the more extreme expeditions open only
to affluent members of society. Bernard acknowledges that
if it wasn’t for his high income as the head of a medical
research project at Michou University, he would not be able
to pursue his love for the extreme. “I would also love to get
married, but right now I just don’t have time to think about
a serious relationship. This year I am climbing the
Himalayas. Next summer I am off to South Africa to swim
with great white sharks. After that I hope to do some skiing
in the Andes.” The list of ‘things to do’ goes on, with all the
places and events being as high, new and dangerous as
possible.
G Bernard admits that his love affair with danger is not to be
taken lightly. Just last year, one of his best friends died trying
to reach the top of Mount Everest. “I am sad he is gone, but
we all have to die some day. I have peace knowing that he
passed away climbing a mountain which is what he loved
 doing.” Sadly his friend will not be the last life claimed in an
attempt to reach the top of the highest mound of rock and ice
on the planet, where an average of seven people die every
year. Despite the amount of planning, training and equipment
that goes into such expeditions, there are always
unpredictable variables, such as sudden changes in weather,
equipment failure and injury. Bernard rationalises the risks he
takes by stating that all things in life require risks. “Just by
trying to cross a road there is the risk you will be hit by a car.
Life is short, and I intend to make the most of it”, he says.
H After almost 2 years of planning, one million dollars to cover
costs and intense physical effort, Bernard and his team finally
sit on the top of Mount Manaslu. The climax of their journey
lasts for a brief 30 minutes before they begin the four day
journey back down the mountain, facing further potential
danger. Yet, there are no regrets, whatever the outcome.
They are willing to risk death for a fleeting glimpse of feeling
alive.

If you would like to review the process for answering Summary Completion
questions before you read, click on the button below.
Step 1
Go to the Summary Completion question.
 Read the summary and underline the key
words.
 Look at all of the answer choices and choose
possible answers for each question. Remember
that these choices need to 1) fit
grammatically and 2) make sense.

Step 2
Go to the reading passage.
 Choose the paragraph with the same topic as
the question. Remember that you can use the
notes you made next to each paragraph when
 you first skimmed the passage to help you.
 Scan the paragraph for words (or words with a
similar meaning) which match the key words
from the sentence in the summary. For this, it is
helpful to think of possible synonyms for the key
words in the summary.
 Read intensively the part of the paragraph
containing key words or synonyms to find the
correct answer.

6.2 Summary Completion questions with a box of

possible answers 2

Do this activity in your

workbook.
Read the passage Principles of Management in the Computer Age (P8) and
complete the Summary Completion questions below. When you have finished
answering the questions, click on the Check button to check your answers.
If you would like to view the passage on screen, click on the button below.
Principles of Management in the Computer Age
A Advances in technology in different periods of history have
led to the need to change principles of management. In the
agricultural era principles were unable to cope with the
arrival of machinery-based technology and new forms of
management and work had to be developed. The industrial
era that followed used new principles to divide work, reward
people and control activities, resulting in steep systems of
industrial management and global markets. Today, we find
ourselves in the computer age and past industrial era
assumptions, principles and values are no longer valid.
There is now a need for more effective integration and
teamwork within companies and with their suppliers,
partners and customers.
B The early industrial era experienced many problems in
implementing and exploiting newly available technology.
The result was steep triangular management systems,
where work was broken down into smaller steps and
 different people were assigned to carry out these activities.
They were structured according to “boss-employee”
relationships. Everyone had a boss who determined what
activities were to be carried out and how.
C We are now finding flatter network organisations are
beginning to emerge replacing the steep triangular
management systems of the industrial era. This networking
has two dimensions: (1) the technical infrastructure that
links computer systems and people, and (2) the human
process, networking with other people, linking knowledge
and hopes.
D We are fascinated by the wonders of local and wide-area
networking technology, including the Internet and World
Wide Web. These technologies are allowing us to bring
together applications, databases, and people in new ways.
Networking technology is essential if we hope to build
successful enterprises, but by itself, it is not enough. Human
input is the basis of the integration process. It is a
continuing process of reaching out to one another to form
multiple cross-functional work teams within and between
organisations. In a networking environment, people work
together on whole sets of challenges in teams and groups of
teams across functional and organisational boundaries.
Network enterprises build upon “peer-to-peer” relationships.
People are expected to take initiatives, based upon their
understanding of an agreed plan.
adapted from Savage, C.M., 1996, Fifth Generation Management, revised ed.,
Newton, MA: Butterworth Heinemann.

If you would like to review the process for answering Summary Completion
questions before you read, click on the button below.
Step 1
Go to the Summary Completion question.
 Read the summary and underline the key words.
 Look at all of the answer choices and choose
possible answers for each question. Remember
that these choices need to 1) fit
 grammatically and 2) make sense.

Step 2
Go to the reading passage.
 Choose the paragraph with the same topic as the
question. Remember that you can use the notes
you made next to each paragraph when you first
skimmed the passage to help you.
 Scan the paragraph for words (or words with a
similar meaning) which match the key words
from the sentence in the summary. For this, it is
helpful to think of possible synonyms for the key
words in the summary.
 Read intensively the part of the paragraph
containing key words or synonyms to find the
correct answer.

Questions 1-6
Complete the summary of the first four
paragraphs (A-D) of the reading passage
Principles of Management in the Computer Age.
Choose your answers from the box below the
summary and write them in boxes 1 to 6 on
your answer sheet.
The principles of management used in the past
are not suitable for the 1.............. While in the
past steep triangular management systems
were common, there is now an emergence
in 2............. using 3............. and human
contact. Modern 4............. allows people to
share information and build businesses.
However, 5............. becomes very important
with individuals making their own 6.............
within the boundaries of a common plan.

 teams  industrial-era
 flatter network  triangular
organisations management
 systems
 technical
 networking
infrastructure
technology
 Internet
 working in teams
technology
 challenges
 computer
 decisions
systems
 computer age

Question 1
The correct answer is computer age. You can find the answer
in the second last sentence of Paragraph A. The distracter for
this question is ‘industrial-era’. This answer cannot be correct
as the passage says: “Today, we find ourselves in the computer
age and past industrial era assumptions, principles and values
are no longer valid.”
Question 2
The correct answer is flatter network organizations. You
can find the answer in the first sentence of Paragraph C. The
distracter for this question is ‘triangular management
systems’. This answer cannot be correct as the passage says:
“We are now finding flatter network organizations are
beginning to emerge replacing the steep triangular
management systems…”
Question 3
The correct answer is technical infrastructure. You can find
the answer in the second sentence of Paragraph C. The
distracter for this question is ‘computer systems’. This
answer cannot be correct as the passage says, “…the technical
infrastructure that links computer systems and people.”
Question 4
The correct answer is networking technology. You can find
the answer in the third sentence of Paragraph D. The distracter
for this question is ‘Internet technology’. The paragraph
mentions the Internet, but only as an example of ‘networking
technology’.
Question 5
The correct answer is working in teams. You can find the
answer in the third last sentence of Paragraph D. The distracter
for this question is ‘challenges’. However the focus of the last
few sentences of the paragraph is ‘working in teams’. “It is a
continuing process of reaching out to one another to form
multiple cross-functional work teamswithin and between
organisations. In a networking environment, people work
together on whole sets of challenges in teams and groups of
teams across functional and organisational boundaries.
Network enterprises build upon “peer-to-peer” relationships.”
Question 6
The correct answer is decisions. You can find the answer in
the last sentence of Paragraph D. The distracter for this
question is ‘teams’. This answer cannot be correct as the
question refers to ‘individuals’. The passage says, “People are
expected to take initiatives, based upon their understanding of
an agreed plan.”

Questions 1-6
Complete the following summary using words
from the list.
An increasing number of people are becoming
addicted to extreme sports, performing death
defying feats for 1................. This natural high
is caused by adrenaline released into
the 2................. to help the body deal
with 3................. When this chemical begins
circulating throughout the body, a person
experiences an increase in 4.................,
awareness and concentration.
5................. can make extreme sports
enthusiasts such as Bernard Peters push
themselves further for the excitement and high
it gives them. Peters and others recognise that
there are drawbacks to such hazardous pursuits.
They require time, money and an acceptance of
the 6................. involved. However, participants
find the experiences rewarding and worth the
risks involved.

 scientific  adrenaline  power

 discovery  risky feats  sudden
 danger  adrenal changes
 blood glands  stress
  stressful
 the rush  energy
situation

Question 1
The correct answer is the rush. You can find the answer in the
last sentence of Paragraph B. The distracter for this question is
‘scientific discovery’. This answer cannot be correct as the
end of Paragraph B says that “Traditionally people risked their
lives climbing mountains in the name of science and discovery.
However, the modern adventurer does not face such death
defying feats to benefit humanity.”
Question 2
The correct answer is blood. You can find the answer in the
first sentence of Paragraph C. The distracter for this question is
‘adrenal glands’. This answer cannot be correct as the text
says that adrenaline is ‘produced by the body in the adrenal
glands’. It does not say adrenaline is released into the adrenal
glands.
Question 3
The correct answer is stress You can find the answer in the last
sentence of Paragraph C. The distracter for this question is
‘stressful situation’. This answer does not fit grammatically
into the summary:
This natural high is caused by adrenaline released into
the 2 blood to help the body deal with 3 stressful situation.
‘stressful situation’ is singular. The sentence is talking
generally, requiring the plural ‘stressful situations’.
Question 4
The correct answer is energy. You can find the answer in the
second sentence of Paragraph D. The distracter for this
question is ‘power’. The third sentence of the paragraph uses
the word ‘power’ to describe adrenaline, but the paragraph
does not say it increases the power of the person.
Question 5
The correct answer is adrenaline. You can find the answer in
the first sentence of Paragraph E. The distracter for this
question is ‘risky feats’. The second sentence of Paragraph E
explains how people perform ‘risky feats’, but the text does not
mention that ‘risky feats’ make people do anything.
Note that you could write the answer as it appears in the box,
‘adrenaline’ or you could write it with a capital ‘A’, ‘Adrenaline’
because the answer is the first word of the sentence.
Question 6
The correct answer is danger. You can find the answer in the
first sentence of Paragraph G. The distracter for this question is
‘sudden changes’. This answer cannot be correct as the
sudden changes referred to in the second half of the paragraph
are examples of the unpredictable variables ‘weather,
equipment failure and injury’. The answer ‘danger’ is better
because it summarises these points.

Summary Completion questions without a box of

possible answers
The second type of Summary Completion question can seem
more difficult than the first because it doesn’t give you a box of
possible answers. Instead, you have to identify the
appropriate word or phrase from the passage.
Let’s look at an example of this.
Example
Questions 1-6
Complete the summary using NO MORE THAN
THREE WORDS from the passage.
For millennia, stories have been told and
achievements recorded using 1.....................
Even following 2....................., such recordings
were used so that the illiterate could
understand 3..................... and stories.
However, when the first comic strips and books
appeared in the 19th century, they were seen
as harmful for children because they hurt
their 4.................... .
Notice the instructions tell us we can use NO MORE THAN
THREE WORDS from the passage to answer each question.
Always check this word limit. Although the word limit is
usually three words, it could be one, two or even four words.
As you saw earlier in this step, the answer for Question 1 can
be found in Paragraph A below.
 A Comics, or something very like them, have
been used for instruction for thousands of
years. Sequential or serial art – a series of
pictures which tell a story – has a history almost
as long as that of mankind itself. Before the
invention of writing, drawing was the only way
in which the story of a hunting success, or any
other story, could be recorded.
For this example with a three word limit, you could not
answer Question 1 with ‘sequential or serial art’ because it is
four words and is over the word limit.
It is also important that you complete the summary with
the exact words from the reading passage. You should
not change the form of the words from the passage to fit
the summary. It is safer to pick two words which are next to
each other.
The acceptable answers for Question 1 are ‘serial art’ or
’sequential art‛.
For millennia, stories have been told and
achievements recorded using 1 serial art .

Now let’s look at the process for answering Summary

Completion questions without a box of possible answers.

The Process
To answer Summary Completion questions with words from the
passage you need to follow this process:
STEP 1
Go to the Summary Completion question.
a. Read the summary and underline the key
words.
b. Determine which part of speech fits each
question.
 STEP 2
Go to the reading passage.
a. Choose the paragraph with the same topic as
the question. Remember that you can use the
notes you made next to each paragraph when
you first skimmed the passage to help you.
b. Scan the paragraph for words (or words with a
similar meaning) which match the key words
from the sentence in the summary. For this, it is
helpful to think of possible synonyms for the key
words in the summary.
c. Read intensively the part of the paragraph
containing key words or synonyms to find the
correct answer.
Note that the process for answering this type of Summary
Completion question is very similar to the process for a box of
possible answers.

Now, let’s look at an example of how to answer Summary

Completion questions without a box of possible answers.

Step 1 – Go to the Summary Completion question.

Let’s follow this processs for Questions 2 and 3.
For millennia, stories have been told and achievements recorded
using 1 serial art . Even following 2...................., such recordings
were used so that the illiterate could understand 3.................... and
stories.

1a. Read the summary and underline the key words.

 As we have seen in the first half of this
lesson, finding key words in the summary will
help you to find the answer in the passage. The
key words in this question have
been underlined below:

Even following the 2...................., such recordings were used so that

the illiterate could understand3.................... and stories.
Remember that words and phrases in the summary will not
always be the same as those in the passage. Therefore, think
of possible synonyms for key words in the summary to
help yourself find where each answer is located in the passage.
What synonyms can you think of for the key words? Type them
in the space provided. One has been done for you as an
example.
Key words Synonyms

following

recordings

illiterate unable to read and write

understand

stories

Possible synonyms for these key words could include:

Key words Synonyms

following after, later

recordings writings, inscriptions

illiterate unable to read and write

understand comprehend, follow

 stories tales, narratives

Step 1b. Determine which part of speech fits each question.

Identifying the part of speech of the missing answer will help
you find the correct answer in the reading passage. It will
usually be a noun, verb, adjective, noun group or verb
group.
Example
Look at Question 2 below and determine what part of speech
the missing answers are:
Even following the 2...................., such recordings were used so that
the illiterate could understand3.................... and stories.
By looking at the words before or after the space for Question
2, we can find what type of word is missing. For example, the
word before the missing answer is ‘the’. Therefore, the answer
to Question 2 must be a noun or noun group.
Now look at Question 3. What part of speech is the missing
answer?
Even following the 2 ...(noun or noun group)..., such recordings were
Select...
used so that the illiterate could understand
and stories.
3 noun or noun group. We know this because, the word
before Question 3 is the verb ‘understand’, and verbs are often
followed by nouns or noun groups. Also, the word after the
answer is the conjunction ‘and’, which is used to link nouns.

By looking at the words before and after the spaces, we now

know that we need to find two nouns in the passage to
complete Questions 2 and 3 in the summary.

Step 2 – Go to the reading passage.

To help you find the correct answer, you
should:
a. Choose the paragraph with
the same topic as the question.
 Remember that you can use the notes you made next to
each paragraph when you first skimmed the passage to
help you.
b. Scan the paragraph for words (or words with a similar
meaning)which match the key words from the sentence
in the summary. For this, it is helpful to think of possible
synonyms for the key words in the summary.
c. Read intensively the part of the paragraph containing
key words or synonyms to find the correct answer.
Let’s look at these points now.

Step 2a. Choose the paragraph with the same topic as the question.
We now need to skim the passage to find the paragraph that
will provide the answer. Remember that you can use the notes
you made next to each paragraph when you first skimmed the
passage to help you.

Activity - Finding the paragraph with the answer

Skim the passage The Use of Comics in
Education again and click on the paragraph you
think contains the answer to Question 2. Use the underlined
key words and notes from before to help you.
For millennia, stories have been told and achievements recorded
using 1 serial art. Even following the 2 .................... ,
such recordings were used so that
the illiterate could understand 3 ............... and stories.

The Use of Comics in Education

A Comics, or something very like them, have been

used for instruction for thousands of years.
Comics Sequential or serial art – a series of pictures
used for which tell a story – has a history almost as long
instruction as that of mankind itself. Before the invention of
- writing, drawing was the only way in which
thousands the story of a hunting success, or any other
of years. story, could be recorded. Prehistoric cave
 paintings from areas such as Lascaux in France
show simple stories in which a hunter
successfully brings down his prey. Later
generations could learn of the achievements of
their ancestors from the paintings, which may
have been used as an aid to oral storytelling.

B Much later, after the invention of writing,

sequential art continued to be used for
Comics the instruction of those among the population
used to who were illiterate. Carved or painted friezes
help (bands of graphic decoration) accompanied
illiterates. written inscriptions in ancient Egyptian temples,
so that those who could not read could
understand and participate in religious rituals.
Similarly, the interior walls of many medieval
cathedrals and churches in Europe were covered
with painted squares depicting religious stories –
again, so that the illiterate could ‘read’ them.
This type of art can be regarded as one of the
forerunners of the modern comic book.

C Comic strips and books first appeared in the 19th

century. For a long time, they were regarded as
19th a hindrance to education. It was believed that
century comics would in some way destroy a child’s
attitude to ability to concentrate on writing without
comics illustrations. It was also widely believed that
negative. comics promoted the use of substandard
language and bad spelling, therefore hindering a
child’s reading development. These attitudes
were probably strengthened by a reaction
against the violent element found in some
comics, but they extended even to those with the
most harmless subject material – animal stories,
for example, or even the ‘classic’ comics of the
1960s and 70s, based on stories from
Shakespeare or other ‘high culture’ authors.
Many educators and parents believed that the
latter were especially harmful in that, by
providing a shortcut to the classics,
they prevented young people from tackling the
 real thing. Catherine L. Kouns, the Marketing
Director of Warp Graphics, a company which
produces comics, states that ‘Comics were
regarded as one of the lowest forms of life on the
scale of literary evolution’. Dr Elaine Millard of
the University of Sheffield believes that ‘this view
arises from the fact that all comics are created
from the interaction of images, which are
dominant, with a small amount of text. Critics
regard reading comics as “looking at pictures”
which they equate with a lack of literacy in
children.

Step 2b. Scan the paragraph for words (or words with a similar meaning) which
match the key words from the sentence in the summary.
Now, scan Paragraph B and click on the key words or synonyms from the
summary that you can find in the passage. The first one has been done for you
as an example.
Key words Synonyms

following after, later

recordings writings, inscriptions

illiterate unable to read and

write

understand comprehend, follow

stories tales, narratives

B Much later, after the invention of

writing, sequential art continued to
be used forthe instruction of those among the
population who were illiterate. Carved or painte
dfriezes (bands of graphic
decoration) accompanied written inscriptions in
ancientEgyptian temples, so that those who coul
 d not read could understand and participatein
religious rituals; the interior walls of
many medieval cathedrals and churches in
Europe were covered with painted squares depi
cting religious stories – again, so thatthe illiterat
e could ‘read’ them. This type of art can be
regarded as one of the forerunners of the
modern comic book.
B Much later, after the invention of writing, sequential art
continued to be used for the instruction of those among the
population who were illiterate. Carved or painted friezes (bands
of graphic decoration) accompanied written inscriptions in
ancient Egyptian temples, so that those who could not
read could understand and participate in religious rituals; the
interior walls of many medieval cathedrals and churches in
Europe were covered with painted squares depicting
religious stories – again, so that the illiteratecould ‘read’ them.
This type of art can be regarded as one of the forerunners of
the modern comic book.

Step 2c. Read intensively the part of the paragraph containing key words or
synonyms to find the correct answer.
Now that we have scanned and located
the key words, we need to read the
paragraph more carefully to find the
answer for Question 2. Concentrate on the
sentence or sentences in the paragraph
which have the key words from the
summary or their synonyms. Click on the
sentence in Paragraph B that you think
has the answer.

For millennia, stories have been told and achievements recorded

using 1 serial art . Even followingthe 2....................,
such recordings were used so that
the illiterate could understand3.................... and stories.
 B Much later, after the invention of writing,
sequential art continued to be used for the
instruction of those among the population who
were illiterate. Carved or painted friezes (bands
of graphic decoration) accompanied written
inscriptions in ancient Egyptian temples, so that
those who could not read could understand and
participate in religious rituals; the interior walls
of many medieval cathedrals and churches in
Europe were covered with painted squares
depicting religious stories – again, so that
the illiterate could ‘read’ them. This type of art
can be regarded as one of the forerunners of
the modern comic book.
Reading the passage carefully, we find that:
The first sentence of Paragraph B contains the synonyms ‘later’
and ‘after’ for the key word ‘following’ and ‘illiterate’. We need
to read this sentence carefully:
Much later, after the invention of writing, sequential art continued
to be used for the instruction of those among the population who
were illiterate.
This sentence provides us with the answer to Question 2:
For millennia, stories have been told and achievements recorded
using 1 serial art . Even followingthe 2 invention of writing ,
such recordings were used so that
the illiterate could understand3.................... and stories.
We now need to find what sequential art was used for to
answer Question 3. This question is in the same sentence as
Question 2, so we can assume the answer will be in the same
paragraph.
The second sentence of Paragraph B contains the two key
words ‘stories’ and ‘illiterate’. Reading this sentence we find
that it is talking about religious stories and religious
rituals:
Carved or painted friezes (bands of graphic
decoration) accompanied written inscriptions in
 ancient Egyptian temples, so that those
who could not read could understand and
participate in religious rituals; the interior
walls of many medieval cathedrals and churches
in Europe were covered with painted squares
depicting religious stories – again, so that
the illiterate could ‘read’ them.
Question 3 has already provided the word ‘stories’ so the
answer must be ‘religious rituals’. The adjective ‘religious’ then
describes both the ‘rituals’ and the ‘stories’:
For millennia, stories have been told and achievements recorded
using 1 serial art . Even followingthe 2 invention of writing ,
such recordings were used so that
the illiterate could understand 3 religious rituals and stories.

One common mistake is to repeat articles (a, an, the) in

answers.
In the following Summary Completion question the article ‘the’
comes before Question 1, so you don't need to write 'the' on
your answer sheet.
During the 1 storms of 2003, no houses were
destroyed.

If you wrote:
1 the storms

on your Answer Sheet, your answer might be

marked incorrect, because you have repeated the
article ‘the’.
Let’s review the process we have gone through to answer

Summary Completion questions without a box of

possible answers:
 STEP 1
Go to the Summary Completion question.
a. Read the summary and underline the key
words.
b. Determine which part of speech fits each
question.

STEP 2
Go to the reading passage.
a. Choose the paragraph with the same topic as
the question. Remember that you can use the
notes you made next to each paragraph when
you first skimmed the passage to help you.
b. Scan the paragraph for words (or words with a
similar meaning) which match the key words
from the sentence in the summary. For this, it is
helpful to think of possible synonyms for the key
words in the summary.
c. Read intensively the part of the paragraph
containing key words or synonyms to find the
correct answer.

Guided Activity – Summary Completion

questions without a box of possible answers

Follow the steps that we have just gone through to

complete Summary Completion Question 4 for the passage The
Use of Comics in Education.

Step 1 – Go to the Summary Completion question.

Look at Question 4 below.
For millennia, stories have been told and
achievements recorded using 1 serial art .
 Even following the 2 invention of writing,
such recordings were used so that the illiterate
could understand 3 religious rituals and
stories. However, when the first comic strips
and books appeared in the 19th century, they
were seen as harmful for children because they
hurt their 4................

1a. Read the summary and underline the key words.

Click on the key words in Question 4 below:
However, when the first comic strips and books appeared in t
he 19th
century, theywere seen as harmful for children because they
hurt their 4................

However, when the first comic strips and books appeared in

the 19th century, they were seen
as harmful for children because they hurt their 4................ .

Think of possible synonyms

What synonyms can you think of for the key words? Type them
in the spaces provided. The first two have been done for you as
examples.
Key Words Synonyms

comic strips sequential art, serial art

and books

appeared emerged, arrived,

surface

19th century

harmful

children
 hurt

Key Words Synonyms

comic strips and sequential art, serial art

books

appeared emerged, arrived, surface

19th century 1800’s

harmful destructive, detrimental,

damaging

children young people, kids

hurt injured, damaged,

harmed

1b. Determine which part of speech fits each question.

Look at Question 4 below. What part of speech is the missing
answer?
For millennia, stories have been told and
achievements recorded using 1 serial art .
Even following the 2 invention of writing,
such recordings were used so that the illiterate
could understand 3 religious rituals and
stories. However, when the first comic strips
and books appeared in the 19th century, they
were seen as harmful for children because they
Select...
hurt their 4 .
4 noun or noun group.
Step 2 – Go to the reading passage.

2a. Choose the paragraph with the same topic as the question.
Skim again the entire passage The Use of Comics in
Education below and click on the paragraph you think
contains the answer to Question 4. You can use the notes you
made next to each paragraph in your workbook to help you.
For millennia, stories have been told and
achievements recorded using 1 serial art .
Even following the 2 invention of writing ,
such recordings were used so that the illiterate
could understand 3 religious rituals and
stories. However, when the first comic strips
and books appeared in the 19th century, they
were seen as harmful for children because they
hurt their 4................

The Use of Comics in Education

A Comics, or something very like them, have been

used for instruction for thousands of years.
Comics Sequential or serial art – a series of pictures
used for which tell a story – has a history almost as long
instruction as that of mankind itself. Before the invention of
- writing, drawing was the only way in which
thousands the story of a hunting success, or any other
of years. story, could be recorded. Prehistoric cave
paintings from areas such as Lascaux in France
show simple stories in which a hunter
successfully brings down his prey. Later
generations could learn of the achievements of
their ancestors from the paintings, which may
have been used as an aid to oral storytelling.

B Much later, after the invention of

writing, sequential art continued to be used for
 Comics the instruction of those among the population
used to who were illiterate. Carved or painted friezes
help (bands of graphic decoration) accompanied
illiterates. written inscriptions in ancient Egyptian temples,
so that those who could not read could
understand and participate in religious rituals.
Similarly, the interior walls of many medieval
cathedrals and churches in Europe were covered
with painted squares depicting religious stories –
again, so that the illiterate could ‘read’ them.
This type of art can be regarded as one of the
forerunners of the modern comic book.

C Comic strips and books first appeared in the 19th

century. For a long time, they were regarded as
19th a hindrance to education. It was believed that
century comics would in some way destroy a child’s
attitude to ability to concentrate on writing without
comics illustrations. It was also widely believed that
negative. comics promoted the use of substandard
language and bad spelling, therefore hindering a
child’s reading development. These attitudes
were probably strengthened by a reaction
against the violent element found in some
comics, but they extended even to those with the
most harmless subject material – animal stories,
for example, or even the ‘classic’ comics of the
1960s and 70s, based on stories from
Shakespeare or other ‘high culture’ authors.
Many educators and parents believed that the
latter were especially harmful in that, by
providing a shortcut to the classics,
they prevented young people from tackling the
real thing. Catherine L. Kouns, the Marketing
Director of Warp Graphics, a company which
produces comics, states that ‘Comics were
regarded as one of the lowest forms of life on the
scale of literary evolution’. Dr Elaine Millard of
the University of Sheffield believes that ‘this view
arises from the fact that all comics are created
from the interaction of images, which are
 dominant, with a small amount of text. Critics
regard reading comics as “looking at pictures”
which they equate with a lack of literacy in
children.

D In recent times, some educators have

been rethinking formerattitudes to comics, and
Recent have been exploring them as a possible aid in
times fighting illiteracy. The Wisconsin Literacy
attitudes Education and Reading Network advocates the
to comics use of comics to teach where other methods
positive have been unsuccessful. They state that comics
are a way to motivate children who might not
otherwise want to read, as they provide minimal
text accompanied by illustrations, humour and
references to daily life. The network views them
as a valuable aid in helping to build vocabulary,
and as a source of information on environmental,
political, social and historical topics. Dr Elaine
Millard agrees. In a paper entitled ‘Comics and
Reading Choices’, written with Jackie Marsh, also
of the University of Sheffield, she discusses
a project in which comic lending libraries were
set up in schools. Teachers whose students
participated in the project reported that ‘the
children loved it...it was really motivating for
them.’ Feedback from children made it clear that
the use of comics involved family members who
might not otherwise have become involved in the
reading process. This was especially the case
when the child was male and had been identified
as a weak reader. Fathers and older brothers
showed active interest in the children’s reading,
which encouraged the children to view reading as
a worthwhile activity which received male
approval.

Step 2b. Scan the paragraph for words (or words with a similar meaning) which
match the key words from the sentence in the summary.
Now, scan Paragraph C and click on any key words or synonyms you can
find. One has been done for you as an example.
 Key words Synonyms

Comic strips
sequential art, serial art
and books

emerged, arrived,
appeared
surface

19th century 1800’s

destructive,
harmful
detrimental, damaging

children young people, kids

injured, damaged,
hurt
harmed

C Comic strips and

books first appeared in the 19th
century. For a long time, theywere regarded as
a hindrance to education. It was believed that c
omics would insome way destroy a child’s ability
to concentrate on writing without illustrations. It
was also widely believed that comics
promoted the use of substandard language and
bad spelling, therefore hindering a child’s readin
g
development. These attitudeswere probably stre
ngthened by a reaction against the violent elem
ent found in somecomics, but they extended ev
en to those with the most harmless subject mat
erial – animal stories, for
example, or even the ‘classic’ comics of the 196
0s and 70s, basedon stories from Shakespeare o
r other ‘high
culture’ authors. Many educators andparents bel
ieved that the latter were especially harmful in t
hat, by providing a
 shortcut to the classics, they prevented young
people from tackling the real thing. Catherine L.
Kouns, the Marketing Director of Warp
Graphics, a
company whichproduces comics, states that ‘Co
mics were regarded as one of the lowest forms
oflife on the scale of literary evolution’. Dr
Elaine Millard of the University of
Sheffieldbelieves that ‘this view arises from the
fact that all comics are created from theinteracti
on of images, which are dominant, with a small
amount of text. Criticsregard reading comics as
“looking at
pictures” which they equate with a lack ofliterac
y in children’.
C Comic strips and books first appeared in the 19th century.
For a long time, they were regarded as a hindrance to
education. It was believed that comics would in some
way destroy a child’s ability to concentrate on writing without
illustrations. It was also widely believed that comics
promoted the use of substandard language and bad spelling,
therefore hindering a child’s reading development. These
attitudes were probably strengthened by a reaction against the
violent element found in some comics, but they extended even
to those with the most harmless subject material – animal
stories, for example, or even the ‘classic’ comics of the 1960s
and 70s, based on stories from Shakespeare or other ‘high
culture’ authors. Many educators and parents believed that the
latter were especially harmful in that, by providing a shortcut to
the classics, they prevented young people from tackling the
real thing. Catherine L. Kouns, the Marketing Director of Warp
Graphics, a company which produces comics, states that
‘Comics were regarded as one of the lowest forms of life on the
scale of literary evolution’. Dr Elaine Millard of the University of
Sheffield believes that ‘this view arises from the fact that
all comics are created from the interaction of images, which are
dominant, with a small amount of text. Critics regard
reading comics as “looking at pictures” which they equate with
a lack of literacy in children’.
Step 2c. Read intensively the part of the paragraph containing key words or
synonyms to find the correct answer.
Click on the sentence in Paragraph C that you think has the answer to Question
4. Notice that the key words of the paragraph have been underlined.

For millennia, stories have been told and

achievements recorded using 1 serial art .
Even following the 2 invention of writing ,
such recordings were used so that the illiterate
could understand 3 religious rituals and
stories. However, when the first comic strips
and books appeared in the 19th century, they
were seen as harmful for children because they
hurt their 4................

C Comic strips and books first appeared in

the 19th century. For a long time, they were
regarded as a hindrance to education. It was
believed that comics would in some
way destroy a child’s ability to concentrate on
writing without illustrations. It was also widely
believed that comics promoted the use of
substandard language and bad spelling,
therefore hindering a child’s reading
development. These attitudes were probably
strengthened by a reaction against the violent
element found in some comics, but they
extended even to those with the most harmless
subject material – animal stories, for example,
or even the ‘classic’ comics of the 1960s and
70s, based on stories from Shakespeare or other
‘high culture’ authors. Many educators and
parents believed that the latter were
especially harmful in that, by providing a
 shortcut to the classics, they prevented young
people from tackling the real thing.Catherine L.
Kouns, the Marketing Director of Warp Graphics,
a company which produces comics, states that
‘Comics were regarded as one of the lowest
forms of life on the scale of literary
evolution’. Dr Elaine Millard of the University of
Sheffield believes that ‘this view arises from the
fact that all comics are created from the
interaction of images, which are dominant, with
a small amount of text. Critics regard
reading comics as “looking at pictures” which
they equate with a lack of literacy in children’.
C Comic strips and books first appeared in the 19th century. For a long time,
they were regarded as a hindrance to education. It was believed
that comics would in some way destroy a child’s ability to concentrate on
writing without illustrations. It was also widely believed that comics
promoted the use of substandard language and bad spelling, therefore hindering
a child’s reading development. These attitudes were probably strengthened by
a reaction against the violent element found in some comics, but they extended
even to those with the most harmless subject material – animal stories, for
example, or even the ‘classic’ comics of the 1960s and 70s, based on stories
from Shakespeare or other ‘high culture’ authors. Many educators and parents
believed that the latter were especially harmful in that, by providing a shortcut
to the classics, they prevented young people from tackling the real thing.
Catherine L. Kouns, the Marketing Director of Warp Graphics, a company
which produces comics, states that ‘Comics were regarded as one of the lowest
forms of life on the scale of literary evolution’. Dr Elaine Millard of the
University of Sheffield believes that ‘this view arises from the fact that
all comics are created from the interaction of images, which are dominant, with
a small amount of text. Critics regard reading comics as “looking at pictures”
which they equate with a lack of literacy in children’.

Now decide on the answer to Question 4 and type it in the summary below.
When you have finished, click on the Check button to check your answers.
For millennia, stories have been told and
achievements recorded using 1 serial art .
Even following the 2 invention of writing,
such recordings were used so that the illiterate
 could understand 3 religious rituals and
stories. However, when the first comic strips
and books appeared in the 19th century, they
were seen as harmful for children because they
hurt their 4
4. The correct answer is reading development. You can find
the answer in the third sentence of Paragraph C. The word
‘hindering’ in the passage is a synonym for the word ‘hurts’ in
the summary.

Activity - Answering Questions 5 and 6

Now complete Summary Completion Questions 5 and 6

on the passage The Use of Comics in Education on your
own and type your answers in the spaces in the summary.
When you have finished, click on the Checkbutton to check
your answers.
If you would like to review the steps for answering Summary
Completion questions before you read, click on the button
below.
STEP 1
Go to the Summary Completion question.
a. Read the summary and underline the key
words.
b. Determine which part of speech fits each
question.

STEP 2
Go to the reading passage.
a. Choose the paragraph with the same topic as
the question. Remember that you can use the
notes you made next to each paragraph when
you first skimmed the passage to help you.
b. Scan the paragraph for words (or words with a
similar meaning) which match the key words
 from the sentence in the summary. For this, it is
helpful to think of possible synonyms for the key
words in the summary.
c. Read intensively the part of the paragraph
containing key words or synonyms to find the
correct answer.

You will find the passage in your workbook. Alternatively, if

you would like to view the passage, click on the button
below.
The Use of Comics in Education

A Comics, or something very like them, have

Comics used been used for instruction for thousands of
for instruction years. Sequential or serial art – a series of
- thousands of pictures which tell a story – has a history
years almost as long as that of mankind
itself. Before the invention of writing,
drawing was the only way in which the story
of a hunting success, or any other story,
could be recorded. Prehistoric cave
paintings from areas such as Lascaux in
France show simple stories in which a hunter
successfully brings down his prey. Later
generations could learn of the achievements
of their ancestors from the paintings, which
may have been used as an aid to oral
storytelling.

B Much later, after the invention of writing,

Comics used to sequential art continued to be used for
help illiterates the instruction of those among the
population who were illiterate. Carved or
painted friezes (bands of graphic decoration)
accompanied written inscriptions in ancient
Egyptian temples, so that those who could
not read could understand and participate in
religious rituals. Similarly, the interior walls
of many medieval cathedrals and churches in
Europe were covered with painted
 squares depicting religious stories – again, so
that the illiterate could ‘read’ them. This type
of art can be regarded as one of the
forerunners of the modern comic book.

C Comic strips and books first appeared in

19th century the 19th century. For a long time, they
attitude to were regarded as a hindrance to education.
comics It was believed that comics would in some
negative way destroy a child’s ability to
concentrate on writing without illustrations. It
was also widely believed that comics
promoted the use of substandard language
and bad spelling, therefore hindering a
child’s reading development. These attitudes
were probably strengthened by a reaction
against the violent element found in some
comics, but they extended even to those
with the most harmless subject material –
animal stories, for example, or even the
‘classic’ comics of the 1960s and 70s, based
on stories from Shakespeare or other ‘high
culture’ authors. Many educators and
parents believed that the latter were
especially harmful in that, by providing
a shortcut to the classics, they prevented
young people from tackling the real thing.
Catherine L. Kouns, the Marketing Director of
Warp Graphics, a company which produces
comics, states that ‘Comics were regarded as
one of the lowest forms of life on the scale of
literary evolution’. Dr Elaine Millard of the
University of Sheffield believes that ‘this view
arises from the fact that all comics are
created from the interaction of images,
which are dominant, with a small amount of
text. Critics regard reading comics as
“looking at pictures” which they equate with
a lack of literacy in children.

D In recent times, some educators have

been rethinking former attitudes to comics,
Recent times and have been exploring them as a
attitudes to possible aid in fighting illiteracy. The
comics Wisconsin Literacy Education and Reading
positive Network advocates the use of comics to
teach where other methods have been
unsuccessful. They state that comics are a
way to motivate children who might not
otherwise want to read, as they provide
minimal text accompanied by illustrations,
humour and references to daily life. The
network views them as a valuable aid in
helping to build vocabulary, and as a source
of information on environmental, political,
social and historical topics. Dr Elaine Millard
agrees. In a paper entitled ‘Comics and
Reading Choices’, written with Jackie Marsh,
also of the University of Sheffield, she
discusses a project in which comic lending
libraries were set up in schools. Teachers
whose students participated in the project
reported that ‘the children loved it…it was
really motivating for them.’ Feedback from
children made it clear that the use of comics
involved family members who might not
otherwise have become involved in the
reading process. This was especially the case
when the child was male and had been
identified as a weak reader. Fathers and
older brothers showed active interest in the
children’s reading, which encouraged the
children to view reading as a worthwhile
activity which received male approval.

E Some owners of publishing companies which

Commercial produce comics have been quick to
potential of recognise the commercial potential of
comics this new attitude on the part of educators.
Gail Burt, owner of Metropolis Comics, states
‘I am deeply committed to literacyand (to)
establishing a good foundation for children to
become good readers………Comics are no
longer just about superheroes; there
 are literate, interesting stories for all ages
and all readers.’

F The use of comic books in education

Different has extended well beyond the area of
educational literacy. For a number of years now,
projects of educational projects have been built around
comics them. Professor Jim Kokalios of the University
of Minnesota has used comic books such as
Superman and Spiderman to teach first-year
students the fundamentals of physics.
‘Rather than presenting the physics as it’s
normally done in a traditional course, we
introduce it through problems that present
themselves in comic books’, Professor
Kakalios states. Other projects have used
specially-produced comic books. Following
the success of the four-volume set The
Japanese Economy for Beginners, the
Japanese Government has used similar comic
books to explain its White Papers on the
Economy; in the Philippines, comics have
been extensively used to inform the people
on health and the environment, and in other
countries such as Thailand, Malaysia and
Nepal, governments have distributed comics
designed to promote social issues. It seems
that comics have come some distance
towards regaining the original educational
purpose of their distant ancestors.

Questions 1-6
Complete the summary using NO MORE THAN
THREE WORDS from the passage.
For millennia, stories have been told and
achievements recorded using 1 serial art .
Even following the 2 invention of writing ,
such recordings were used so that the illiterate
 could understand 3 religious rituals and
stories. However, when the first comic strips
and books appeared in the 19th century, they
were seen as harmful for children because they
hurt their 4 reading development.
More recently educators have begun using
comics as a motivation tool for teaching reading
to children. Publishing companies have
supported this approach, recognising
the 5 of this attitude. Teachers,
governments and health professionals now use
comics for 6 on various issues,
somewhat restoring the original purpose of
sequential art.
Question 5
Read Paragraph E again and look for synonyms of the key
words in the summary ‘publishing companies’, ‘supported’,
‘approach’, and attitude’.
Question 6
Read Paragraph F again and look for synonyms of the key
words in the summary ‘teachers’, ‘governments’, ‘heath
professionals’’, ‘use’, ‘various issues’, and ‘restoring, ‘original
purpose’’.

5. The correct answer is commercial potential. You can find

the answer in the first sentence of Paragraph E. The first
sentence of Paragraph E is very similar to the sentence in the
summary question using the verb ‘recognise’ and the phrase ‘of
this attitude’. The distracter for this question is ‘educators’.
This answer cannot be correct as the sentence in the summary
is focusing on what ‘publishing companies have … recognised’,
not on the ‘educators’.
6. The correct answer is educational projects. You can find
the answer in the second sentence of Paragraph F. The
distracter for this question is ‘education’. The answer
‘educational projects’ fits here better than ‘education’ because
the entire paragraph outlines different projects that comics
have been used throughout the world.
Let's practise answering more Summary Completion questions
without a box of possible answers.

6.3 Summary Completion questions without a

box of possible answers 1

Do this activity in your

workbook.
Read the passage Clocking Cultures (P2) again and complete
the Summary Completion questions below. When you have
finished answering the questions, click on the Check button to
check your answers.
If you would like to view the passage on screen, click on the
button below.
Clocking Cultures
A If you show up an hour late in Brazil, no one [notices]. But if
you keep someone in New York City waiting for five or 10
minutes, you have some explaining to do. Time is elastic in
many cultures but is tighter and more fixed in others.
Indeed, the way members of a culture perceive and use
time reflects their society’s priorities and even their own
worldview.
B Social scientists have recorded wide differences in the pace
of life in various countries and in how societies view time –
whether as an arrow piercing the future or as a revolving
wheel in which past, present and future cycle endlessly.
Some cultures [combines] time and space: the Australian
Aborigines’ concept of the “Dreamtime” encompasses not
only a creation myth but a method of finding their way
around the countryside. Interestingly, however, some views
of time – such as the idea that it is acceptable for a more
powerful person to keep someone of lower status waiting –
cut across cultural differences and seem to be found
universally.
C The study of time and society can be divided into the
 pragmatic and the cosmological. On the practical side, in
the 1950’s anthropologist Edward T. Hall, Jr., wrote that the
rules of social time constitute a “silent language” for a
given culture. The rules might not always be made explicit,
he stated, but “they exist in the air... They are either
familiar and comfortable or unfamiliar and wrong.” In 1955
he described ... how differing perceptions of time can lead
to misunderstandings between people from separate
cultures. “An ambassador who has been kept waiting for
more than half an hour by a foreign visitor needs to
understand that if his visitor “just mutters an apology” this
is not necessarily an insult.” Hall wrote. “The time system
in the foreign country may be composed of different basic
units, so that the visitor is not as late as he may appear to
us. You must know the time system of the country to know
at what point apologies are really due... Different cultures
simply place different values on the time units.”
D Most cultures around the world now have watches and
calendars, uniting the majority of the globe in the same
general rhythm of time. But that doesn’t mean we all
march to the same beat. “One of the beauties of studying
time is that it’s a wonderful window on culture,” says
Robert V. Levine, a social psychologist at California State
University at Fresno. “You get answers on what cultures
value and believe in. You get a really good idea of what’s
important to people.”
E Levine and his colleagues have conducted so-called pace-
of-life studies in 31 countries. In A Geography of Time,
published in 1997, Levine describes how he ranked the
countries by using three measures: walking speed on urban
sidewalks, how quickly postal clerks could fulfil a request
for a common stamp, and the accuracy of public clocks.
Based on these variables, he concluded that the five
fastest-paced countries are Switzerland, Ireland, Germany,
Japan, and Italy; the five slowest are Syria, El Salvador,
Brazil, Indonesia and Mexico.
F Kevin K. Birth, an anthropologist at Queens College, has
examined time perception in Trinidad. Birth’s 1999
book, Any Time Is Trinidad Time: Social Meanings and
 Temporal Consciousness, refers to a commonly used
phrase to excuse lateness. In that country, Birth observes,
“if you have a meeting at 6:00 at night, people show up at
6:45 or 7:00 and say, ‘Any time is Trinidad time.’” When it
comes to business, however, that loose approach to
timeliness works only for the people with power. A boss can
show up late and toss off “any time is Trinidad time,” but
the underlings are expected to be more punctual. For them,
the saying goes, “time is time.” Birth adds that the tie
between power and waiting time is true for many other
cultures as well.
G Birth attempted to find out how Trinidadians value time by
exploring how closely their society links time and money. He
surveyed rural residents and found that farmers – whose
days are dictated by natural events, such as sunrise – did not
recognize the phrases, “time is money,” “budget your time,”
or “time management,” even though they had satellite TV
and were familiar with Western popular culture. But tailors in
the same areas were aware of such notions. Birth concluded
that wage work altered the tailors’ view of time. “The ideas
of associating time with money are not found globally,” he
says, “but are attached to your job and the people you work
with.”
H Some cultures do not draw neat distinctions between the
past, present and future... Ziauddin Sardar, a British Muslim
author and critic, has written about time and Islamic cultures.
Muslims “always carry the past with them,” says Sardar, who
is editor of the journal Futures and visiting professor of
postcolonial studies at City University, London. “In Islam,
time is a tapestry incorporating the past, present and future.
The past is ever present.” ... Sadar asserts that the West has
“colonised” time by spreading the expectation that life
should become better as time passes: “If you colonise time,
you also colonise the future. If you think of time as an arrow,
of course you think of the future as progress, going in one
direction. But different people may desire different futures.

adapted with permission from Ezzell, Carol, 'Clocking

Cultures', Scientific American, September 2003.
If you would like to review the steps followed to answer
Summary Completion questions before you read, click on the
button below.
STEP 1
Go to the Summary Completion question.
a. Read the summary and underline the key
words.
b. Determine which part of speech fits each
question.

STEP 2
Go to the reading passage.
a. Choose the paragraph with the same topic as
the question. Remember that you can use the
notes you made next to each paragraph when
you first skimmed the passage to help you.
b. Scan the paragraph for words (or words with a
similar meaning) which match the key words
from the sentence in the summary. For this, it is
helpful to think of possible synonyms for the key
words in the summary.
c. Read intensively the part of the paragraph
containing key words or synonyms to find the
correct answer.

Questions 1-4
Complete the summary using NO MORE THAN
THREE WORDS from the passage.
Different societies often have different views on
time. These views can indicate each
societies' 1 ...................., as well as the way
they see the world. The differences
 in 2.................... in various cultures have been
documented. This means that each culture has
its own unspoken language and understanding
of the rules of 3.................... These different
rules explain why it is acceptable in some
cultures to keep certain people waiting and why
it is considered rude to do so in others, leading
to 4 .................... between people of different
cultures.
1. The correct answer is priorities. You can find the answer in
the last sentence of Paragraph A. The distracter for this
question is worldview. This answer cannot be correct as the
sentence in the summary mentions they way they see the
world.
2. The correct answer is pace of life. You can find the answer
in the first sentence of Paragraph B. The distracter for this
question is time. This answer cannot be correct as the
sentence in the summary is focusing not only on time but
rather the differences in the pace of life in various countries.
3. The correct answer is social time. You can find the answer
in the second sentence of Paragraph C. The distracter for this
question is a silent language. This answer cannot be correct
as the sentence in the summary is focusing on the rules of
social time, not a silent language.
4. The correct answer is misunderstandings. You can find the
answer in the fourth sentence of Paragraph C. The distracter for
this question is perceptions. The
answer misunderstandings fits here better because the
sentence in the summary focuses on the effects between
people not perception of time.

If you are having trouble answering the Summary Completion

questions, click on the buttons below for a small hint.
Question 1 Question 2
Read Paragraph A Read Paragraph B
again. Also, scan the again. Also, scan the
passage for the passage for the
following key words following key words
 from the from the
summary: views on summary: differences;
time; society; they way various cultures;
they see the world. documented.

Question 3 Question 4
Read Paragraph C Read Paragraph C
again. Also, scan the again. Also, scan the
passage for the passage for the
following key words following key words
from the from the
summary: unspoken summary: rude; lead to;
language and different cultures.
understanding; rules.

6.4 Summary Completion questions without a

box of possible answers 2
Do this activity in your workbook.
Read the passage Endangered Languages (P4) again and
complete the Summary Completion questions below. When you
have finished answering the questions, click on
the Check button to check your answers.
If you would like to view the reading passage on screen, click
on the button below.
Endangered Languages
A. Ten years ago Michael Krauss sent a shudder through the
discipline of linguistics with his prediction that half of the
6,000 or so languages spoken in the world would cease to
be uttered within a century. This prediction was based
upon the fact that many of the world’s languages are
rapidly falling from use. In essence, younger generations
are not being taught how to speak their local language or
dialect and many indigenous communities have resorted
to speaking the dominant language. Krauss maintained
 that unless scientists and community leaders directed a
worldwide effort to stabalize the decline and conserve
these endangered local languages, nine-tenths of the
linguistic diversity of humankind would probably be
doomed to extinction.
B. Krauss’s prediction was little more than an educated
guess, but other respected linguists have been expressing
similar alarm. Kennith L. Hale of the Massachusettes
Institute of Technology has stated that eight languages on
which he has done fieldwork have since passed into
extinction. A 1990 survey in Australia found that 70 of the
90 surviving Aboriginal languages were no longer used
regularly by all age groups. The same was true for all but
20 of the 175 Native American languages spoken in the
U.S.
C. On the face of it, the consolidation of language might
seem like a good trend, one that could ease ethnic
tensions and aid global commerce. Linguists don’t deny
those benefits, and they acknowledge that in most cases
small communities choose (often unconsciously) to switch
to the majority language because they believe it will boost
their social or economic status.
D. Many experts in the field nonetheless mourn the loss of
rare languages, for several reasons. To start with, there is
scientific self-interest: some of the most basic questions in
linguistics have to do with the limits of human speech,
which are far from fully explored. Many researchers would
like to know which structural elements of grammar and
vocabulary – if any – are truly universal and probably
therefore hardwired into the human brain. Other scientists
try to reconstruct ancient migration patterns by
comparing borrowed words that appear in otherwise
unrelated languages. In each of these cases, the wider
portfolio of languages you study, the more likely you are
to get the right answers. “I think the value is mostly in
human terms,” says James A. Matisoff, a specialist in rare
Asian languages at the University of California at Berkeley.
“Language is the most important element in the culture of
a community. When it dies, you lose the special
knowledge of that culture and a unique window on the
world.”
E. However, it is not all bad news. Just because a speech
community is small does not mean it is doomed. At last
report, notes Akira Yamamoto of the University of Kansas
in the United States, there were just 185 people who
spoke Karitiana. But they all lived in the same village in
Brazil, which had just 191 inhabitants. So more than 96
percent of the population was still speaking the language
and teaching it to their children. Because surveys of
endangered languages tend to look only at the number of
speakers, “there has been a history of linguists predicting
the death of languages only to return 20 years later to find
them still there,” says Patrick McConvell of the Australian
Institute of Aboriginal and Torres Strait Islander Studies in
Canberra.
F. One factor that always seems to occur in the demise of a
language, according to theorist Hans-Jürgen Sasse of the
University of Cologne in Germany, is that the speakers
begin to have “collective doubts about the usefulness of
language loyalty.” Once they start regarding their own
language as inferior to the majority language, people stop
using it for all situations. Kids pick up on the attitude and
prefer the dominant language. “In many cases, people
don’t notice until they suddenly realize that their kids
never speak the language, even at home,” says Douglas
H. Whalen of Yale University in the United States. This is
how Cornish and some dialects of Scottish Gaelic slipped
into extinction. And it is why Irish Gaelic is still only rarely
used for daily home life in Ireland, 80 years after the
republic was founded with Irish as its first official
language.
G. “Ultimately, the answer to the problem of language
extinction is multilingualism,” Matisoff argues, and many
linguists agree. Indeed, most people in the world speak
more than one tongue, and in places such as Cameroon
(279 languages), Papua New Guinea (823) and India (387)
it is common to speak three or four distinct languages and
a dialect or two as well.
H. “Most Americans and Canadians, to the west of Quebec,
have a gut reaction that anyone speaking another
language in front of them is committing an immoral act,”
Grimes observes. “You get the same reaction in Australia
and Russia. It is no coincidence that these are the areas
 where languages are disappearing the fastest.” The first
step in saving dying languages is to persuade the world’s
majorities to allow the minorities among them to speak
with their own voices.
adapted with permission from Gibbs, W.W., 'Endangered
Languages', Scientific American, July 2002.

If you would like to review the steps followed to answer

Summary Completion questions before you read, click on the
button below.
STEP 1
Go to the Summary Completion question.
a. Read the summary and underline the key
words.
b. Determine which part of speech fits each
question.

STEP 2
Go to the reading passage.
a. Choose the paragraph with the same topic as
the question. Remember that you can use the
notes you made next to each paragraph when
you first skimmed the passage to help you.
b. Scan the paragraph for words (or words with a
similar meaning) which match the key words
from the sentence in the summary. For this, it is
helpful to think of possible synonyms for the key
words in the summary.
c. Read intensively the part of the paragraph
containing key words or synonyms to find the
correct answer.

Questions 1 – 7
Complete the summary using NO MORE THAN
 THREE WORDS from the passage.
Some linguists have predicted that half of the
world’s languages will disappear in the next
hundred years due to 1............... resorting to
speaking the dominant language.
This 2............... boosts the social and economic
status of 3................ However, it is a great loss
to the linguistic study of the limits of human
speech, the study of ancient migration patterns
and to the diversity of cultures.
Other linguists have claimed that these studies
usually focus on the 4..............., rather than
whether the speakers of the language were
actively using and teaching the language to
their offspring, ensuring its survival. When
speakers doubt 5............... of their language, it
is more likely to disappear because if people
view their language as insignificant, they stop
using it.
The solution to the problem of 6............... is for
people to speak two or more languages. This is
common in many parts of the world, however, in
North America, Australia and Russia, people
react negatively to other languages being
spoken in front of them. This has lead to these
parts of the world being where languages are
dying the fastest. To save these languages the
world’s 7............... must be convinced to let the
minorities speak in their own languages.
1. The correct answer is indigenous communities. You can
find the answer in the third sentence of Paragraph A. The
distracter for this question is younger generations. This
answer cannot be correct as the text states that it
includes many indigenous communities not just the younger
generation.
2. The correct answer is consolidation of language. You can
find the answer in the first sentence of Paragraph C. The
distracter for this question is trend. The answer consolidation
of language is better as it states clearly what the trend is.
3. The correct answer is small communities. You can find the
answer in the second sentence of Paragraph C. The distracter
for this question is the majority language. This answer
cannot be correct as the sentence in the summary says: small
communities choose to switch to the majority language
because they believe it will boost their social or economic
status. The word their refers to small communities not the
majority language.
4. The correct answer is number of speakers. You can find
the answer in the last sentence of Paragraph E. The distracter
for this question is population. This answer cannot be correct
as the text says that the surveys tend to look only at the
number of speakers NOT the population.
5. The correct answer is the usefulness. You can find the
answer in the first sentence of Paragraph F. The distracter for
this question is loyalty. This answer cannot be correct as the
text says doubts about the usefulness of language loyalty. In
other words, the speakers don’t doubt the loyalty, but they do
doubt the usefulness of the this loyalty.
6. The correct answer is language extinction. You can find
the answer in the first sentence of Paragraph G. The distracter
for this question is multilingualism. This answer cannot be
correct as the missing words in the summary are about the
problem, not the solution. In other
words, multilingualism means for people to speak two or more
languages, which is the solution to the problem, which is the
answer: language extinction.
7. The correct answer is majorities. You can find the answer in
the last sentence of Paragraph H. The distracter for this
question is minorities. This answer cannot be correct as the
summary has already talked about minorities.

If you are having trouble answering the Summary Completion

questions, click on the buttons below for a small hint.

Question 1 Question 2 Question 3

Read Read Read
Paragraph Paragraph Paragraph
A again C again C again
 and scan and scan and scan
for the key for the key for the key
words in words in words in
the the the
summary. summary. summary.

Question 4 Question 5 Question 6

Read Read Read
Paragraph Paragraph Paragraph
E again F again G again
and scan and scan and scan
for the key for the key for the key
words in words in words in
the the the
summary. summary. summary.

Question 7
Read
Paragraph
H again
and scan
for the key
words in
the
summary.

Summary
In this step, you have learnt how to answer Summary
Completion questions using words and phrases:
 provided in a box (with a box of possible answers)
 from the reading passage (without a box of possible
answers).
In Step 7, we will look at identifying the viewpoint of the writer
and other people in IELTS reading passages.
Step 7:

Identifying Viewpoints

Introduction
In Step 6, we looked at how to answer Summary Completion
questions for the IELTS Reading test.
In Step 7, we will look at techniques for
answering Viewpoint questions.

Outcomes
At the end of Step 7, you will be able to identify:
 factual information
 viewpoints belonging to:
o the writer
o another person
o groups of people.
IELTS reading passages contain various types of texts,
including descriptive texts and texts that contain a detailed
argument or discussion. These types of texts may
contain factual information or viewpoints, or
a combination of both.
In the IELTS Reading test, you must be able to show that you
can:
 distinguish facts from viewpoints, and
 understand the viewpoint of the writer and/or other people
mentioned in the text.
Viewpoint questions assess your ability to do these two things.
First, let’s look at how to identify factual information.

What is factual information?

Information is factual if:
 it can be checked, tested or measured, or
 it has resulted from collective experience and/or
observation (i.e., from many people or groups of people
over a period of time).
Factual information can tell us:
  what actually happened, such as an
historical event or something that took place in
the past. For example,
The Sydney Harbour Bridge was first opened in
1932.
In 1998, a tidal wave hit the northern coast of
Papua New Guinea.
 what is known to be true, such as scientific facts or
something that often happens. For example,
Air is primarily made up of nitrogen, oxygen and carbon
dioxide.
Travellers often suffer from jet lag after long flights.
Look at the following examples of factual information.
1 Water boils at 100 degrees Celsius.
This information is known to be true and can be measured.
Therefore, it is factual.

2 Babies cry when they are hungry.

This information has resulted from collective experience and
observation. Although not every baby cries when it is hungry,
many parents, doctors and other people have observed that
this often happens, so we can say this statement
is generally true. Therefore, it is factual.

3 Since 1896, the Olympic Games have been staged every four years,
except during World War I and World War II (1916, 1940 and 1944).
This information contains historical data (dates) about what
actually happened. Therefore, this information is factual.

4 The analysis of annual growth layers in tree trunks, a science known

as dendro-climatology, provides a historical record of the climate.
The information, ‘Annual growth layers in tree trunks provide a
historical record of the climate.’ can be scientifically tested
and measured. The information, ‘This analysis is a science
called dendro-climatology’, tells us what this science is called.
This is a fact. Therefore, both parts of this statement are
factual.

Identifying text types that present factual information

Another way of identifying factual information is to identify the
type of text you are reading. For example, text types known
as descriptive texts frequently present information that is
factual. Descriptive texts
include reports, processes and explanations. Let’s look at
some examples of these.
A. Reports
The following extract from an IELTS reading passage is an
article based on a report. Read the extract and note the factual
information that is given.
Research carried out by McDonnell Douglas, the US
aircraft manufacturer, has found that almost 75 per
cent of the 850 major airline crashes in the period
1980-90 were caused by pilot error. In 1989 alone,
five crashes resulted from the flight crew ignoring
on-board electronic systems which warn that a crash
is imminent. The Boeing report recommended that those airlines
which did not possess the $30,000 electronic warning units, should
install them immediately and adequately train pilots to use them.
Although the final approach and landing phases of flights accounts for
only 4% of flying time, 40 per cent of the crashes studied occurred
during these phases......
Reports present factual information in data such
as numbers, percentages, dates, amounts of
moneyand names.
Click on examples of this kind of data
(numbers, percentages, dates, amounts of
money and names) in the following sentences from the
research. Then click on the feedback button to check your
answers.
The first one has been highlighted for you as an example.
 Research was carried out by McDonnell Douglas.
 Almost 75 per cent of the 850 major airline crashes in the
period 1980-90 were caused by pilot error.
  In 1989, five crashes resulted from the flight
crew ignoring on-board electronic systems.
 Electronic warning units cost $30,000.
 The final approach and landing phases of flights accounts
for only 4% of flying time.
 40 per cent of the crashes studied occurred during these
phases.
 Research was carried out by McDonnell Douglas.
 Almost 75 per cent of the 850 major airline crashes in the
period 1980-90 were caused by pilot error.
 In 1989, five crashes resulted from the flight crew ignoring
on-board electronic systems.
 Electronic warning units cost $30,000.
 The final approach and landing phases of flights accounts
for only 4% of flying time.
 40 per cent of the crashes studied occurred during these
phases.

From this we can see that reports often contain factual

information.
B. Processes
The following extract from an IELTS reading passage describes
the stages involved in recycling waste from industrial and
domestic areas. Read the extract and note the factual
information that is given.
Effluent is removed on a weekly basis from homes and factories. It is
transported to a processing refinery to begin the process of recycling.
In this process, the effluent is passed through a fine filter screen.
Large suspended particles, which are trapped by the screen, are
transferred to an incinerator.
In the second stage, the effluent, which has passed
through the filter screen, is put into a bacteria
digestion tank. In this process starter culture is
added before the bacteria-free sludge is put into a
sludge lagoon. The bacteria-free sludge is then dried
by liquid evaporation and used as land fill. The
remaining liquid waste that has passed through all the screens is then
transferred to a disinfection tank. Chlorine is added to produce clean
water, which is finally released into rivers and seas.
The information in this extract describes a process. Although
the stages involved in this process may change slightly
(depending on factors such as where the process takes place,
or how the process is organised), the general
process remains the same. Therefore, we say that this
information is factual.
Note that the passive verb form is often used to present
facts in formal English such as in reports. The passive is used
to focus on or emphasise the action rather than the
subject, who is performing the action.
Example
Effluent is removed on a weekly basis from homes and factories. It is
transported to a processing refinery to begin the process of
recycling.
C. Explanations
The following extract from an IELTS reading
passage explains how a particular virus affects the body. Read
the extract and note the factual information that is given.
After entering the body, the virus can lie dormant for up to
six weeks. When it becomes activated, the body’s immune
system responds and triggers symptoms such as a rise in
temperature, which may result in a fever and associated
aching muscles and debilitation. Glands may become
enlarged while the upper respiratory tract becomes
inflamed.
Let’s look at some of the factual information presented in this
extract more closely.
 The virus can lie dormant for up to six weeks.
 When the virus becomes activated, the body’s immune
system responds by triggering symptoms.
 Symptoms include a rise in temperature (which may result
in a fever and associated aching muscles and debilitation),
enlarged glands and inflamed upper respiratory tract.
The information in this extract is factual because it can
be scientifically and medically tested and has resulted from
years of collective medical research and observation.
Note that in this extract the writer has used the modal
verbs can and may to indicate that the effects of the virus are
not always the same on every body (eg, a rise in temperature
which may result in a fever and associated aching muscles and
debilitation). However, the information is still factual.
You are now ready to practise identifying data and other types
of factual information in an IELTS reading passage.
Activity - Identifying data

Read the following extract about the United Nations. As

you read, click on the data you find (i.e., names,
numbers, dates, time periods, etc.).

The United Nations

The United Nations (UN) is a general
international organisation that was established
at the end of WWII to promote international
peace and security. It officially came into
existence on 24 October 1945, when 51 original
members ratified its charter.
To enable it to work successfully, the UN was
equipped with six major organs: the Security
Council, General Assembly, Economic and Social
Council, Trusteeship Council, International Court
of Justice and the Secretariat.
The United Nations
The United Nations (UN) is a general international organisation
that was established at the end of WWII to promote
international peace and security. It officially came into
existence on 24 October 1945, when 51 original members
ratified its charter.
To enable it to work successfully, the UN was equipped
with six major organs: the Security Council, General
Assembly, Economic and Social Council, Trusteeship
Council, International Court of Justice and the Secretariat.

Note again how the passive form is used in the extract to

give the factual information:
The United Nations (UN) is a general international
organisation that was established at the end of World
War Two.
To enable it to work towards its goals, the UN was
equipped with six major organs:

Now let’s practise identifying other kinds of factual information.

Activity - Identifying factual information

Read the following statements and decide which of

them present factual information. The first one has
been done for you as an example.
1 Research carried out by the NMRC showed that the maximum safe
level of exposure to blue asbestos was 0.1 fibres per millilitre in an
eight-hour working day.
Factual information:

Yes

No

The information in this statement is factual. It contains a name,

as well as data (numbers, time periods) collected from
scientific research, that can be measured and tested.
Now you try!
2 The average rainfall for July is usually higher than that of
September.
Factual information:
Yes
No

3 The Germans work harder than the French.

Factual information:
Yes
No

4 The Olympic Games is an international sports festival that began in

ancient Greece.
Factual information:
Yes
No

5 Boeing laid off 5,000 employees last year.

Factual information:
Yes
No

6 The main island of Papua New Guinea is crossed by mountain

ranges including a number of peaks over 4000 metres high.
Factual information:
Yes
No

7 The government could do a lot more to improve the quality of

tertiary education.
Factual information:
Yes
No

8 Disabled employees represent approximately one eighth of the

workforce.
Factual information:
Yes
No

9 There are five distinct species of this plant found throughout the
highland regions, each with different environmental adaptations.
Factual information:
Yes
 No

10 In July 1990, the provincial government of British Columbia passed

a law permitting wood-chipping operations in the old-growth
hardwood forests of the provinces north-west.
Factual information:
Yes
No

Now that we have learnt about and practised identifying facts,

let’s look at viewpoints.

Viewpoints
A viewpoint is an opinion that someone has about a particular
issue. Other people can agree or disagreewith someone’s
viewpoint. Unlike factual information, viewpoints contain
information that we cannot measure or test. Look at the
following example.
Example 1
I think that sky diving, which is now classified as an ‘extreme sport’, is one
dangerous recreational activities available today.

This statement presents the viewpoint that 'sky diving is one of

the most dangerous recreational activities available today'.
 Some people may agree with this viewpoint (e.g., doctors
may agree that sky-diving is dangerous because it could
cause heart problems and damage to bones and joints
when landing.
 Other people may disagree (e.g., sky divers may argue
that it is a safe sport if the sky diving equipment is
regularly checked and maintained, and the safety rules
are followed.
In this example, the viewpoint belongs to the writer, because
they use the expression “'I think'”, which is like a signpost,
telling the reader that what follows is the writer’s opinion.
Let’s look at another example of a viewpoint.

Example 2
Some members of the local council believe that taxes should be
raised to pay for the new subway system in the city.
This statement also presents a viewpoint that 'taxes should be
raised to pay for the new subway system'.
 Some people may agree with this viewpoint (e.g.,
taxes should be raised to pay for it.
 Other people may disagree(e.g., taxes should not be
raised to pay for it and perhaps other forms of funding
should be found.
In this example, the viewpoint does not belong to the writer but
to a group of people (some members of the local council). We
know it is a viewpoint because of the expression ‘believe
that’: this is also a signpost, telling us that what follows is an
opinion. Also, modals like ‘should be’ and ‘should not be’ are
common when presenting viewpoints. We will look more closely
at the language of viewpoints later in this step.

Identifying viewpoints
The above examples contain the viewpoint of the writer
(Example 1) and the viewpoint of a group of people (Example
2). In the IELTS Reading test, you must be able to identify the
owner of each viewpoint. Let’s look at identifying the
viewpoints of other people.

Identifying the viewpoints of others

In a passage where arguments are presented, the writer may
present the viewpoint of another person or a group of people.
Let’s look at some examples of this.
Example 1 – Introducing the viewpoint of another person
According to Frank Holloway, the first child is often less open to
innovation, more conforming and traditional, and often has a closer
relationship with his or her parents than other children within the
family.
In this example, the writer has presented the viewpoint of an
individual person: 'Frank Holloway'. The viewpoint is
presented, using the words ‘According to’.

Example 2 – Introducing the viewpoint of a group of

people
Opponents of the wood-chipping operations
argued that the flora and fauna of the forests
would suffer irreparable damage as a result of the
wood-chipping itself and the construction of
roads. They claimed that the clear-cutting would
lead to soil erosion and conditions of increased
salinity.
In this example, the writer has presented the viewpoints of a
group of people: Opponents of the wood-chipping operations,
using the words ‘argued that’ and ‘[They] claimed that’.
Below are some words and phrases that are commonly used to
introduce viewpoints of others. They act as signposts to the
reader, that a viewpoint will follow.
Historian says that ...the first
Frank finds that child is often
Holloway claims that less open to
believes that innovation...
argues that
concludes
that

Example 3 – Quoting people

Quotation marks are used if the writer presents the exact
words written or said by someone else. Look at the following
example.
In a major article on crime in suburban areas, J. Dickson states ‘the
increasing incidences of burglary, robbery and assault can be directly
attributed to a lack of employment opportunities in those areas!'
In this example, we can see that the writer has presented the
viewpoint of J. Dickson that ‘the increasing incidences of
burglary, robbery and assault can be directly attributed to a
lack of employment opportunities in those areas! This
viewpoint is presented using quotation marks (‘ ’) as the
writer has taken the sentence directly from an article written by
J. Dickson.
Locating quotation marks in a reading passage is another way
of helping you to locate the viewpoint of another person or
group of people.

Let's now practise identifying viewpoints.

Activity - Identifying whose viewpoint it is

Read the following sentences and identify which person

or group of people each viewpoint belongs to. Click on
the correct letter A-C. The first one has been done for you as an
example.
Question 1
The judge believed that the recommendations she had made
regarding certain aspects of the criminal justice system had resulted
in changes to trial procedures involving minor offenders.
The writer has presented the viewpoint of:

A the judge

B the criminal justice system

C minor offenders

The answer is A. In this example the writer has presented the

viewpoint of an individual person, the judge, by using the
words, The judge believed that... followed by the judge’s
viewpoint: the recommendations she had made regarding
certain aspects of the criminal justice system had resulted in
changes to trial procedures involving minor offenders.
Now you try!
Question 2
Those students who had worked with a private tutor after class
remarkably improved their academic performance, according to their
teachers.
The writer has presented the viewpoint of:
 A the students
B private tutors
C the teachers

Question 3
It has been claimed by a large percentage of Americans that they
have the most successful movie industry in the world.
The writer has presented the viewpoint of:
A many Americans
B the movie industry
C the world

Question 4
‘Those people who refuse to take part in compulsory voting are simply
exercising their right to make that choice’ said candidate Peter Nile in
1997, during a news coverage interview of the election by BSSTV.
The writer has presented the viewpoint of:
A people who refuse to take part in compulsory voting
B Peter Nile
C BSSTV
2. In this example, the writer has presented the viewpoint of a
group of people, teachers, by using the words according to
their teachers after the viewpoint: those students who had
worked with a private tutor after class, had remarkably
improved their academic performance.
3. In this example, the writer has presented the viewpoint of a
group of people, a large percentage of Americans, by using the
words It has been claimed by a large percentage of
Americans that... followed by the their
viewpoint: they [Americans] have the most successful
movie industry in the world.
4. In this example, the writer has presented the viewpoint of an
individual person, Peter Nile, by using the words ...said
candidate Peter Nile... after his viewpoint: ‘Those people
who refuse to take part in compulsory voting are simply
exercising their right to make that choice’. This viewpoint
is presented using quotation marks (‘ ’) as the writer has taken
the sentence directly from Peter Nile in a television interview.

Once you have identified whose viewpoint it is, you will need to
show that you understand that viewpoint. You will practise this
in the next two activities.
Activity 1 - Identifying and understanding the
viewpoints of others

Read the following IELTS passage Safety

Regulations and think about which parts of the passage present
a viewpoint and to whom each viewpoint belongs. Then answer
the True/False questions that follow.
Safety Recommendations
A. In 1967, in response to widespread public concern aroused
by medical reports of asbestos-related deaths, the
National Medical Research Council (NMRC) instituted a
commission of inquiry to investigate the health hazards
associated with the use of asbestos in the building
industry.
B. After examining evidence submitted by medical
researchers and representatives of building workers and
management, the NMRC published a report which included
guidelines for handling asbestos. The report confirmed the
findings of similar research in the United States and
Canada. Exposure to relatively small quantities of
asbestos fibres, they concluded, was directly responsible
for the development of cancers, asbestosis and related
diseases.
C. As a result, the council issued a series of
recommendations which were intended to reduce the risks
to those who might be exposed to asbestos in working
environments. The report isolated five factors which
determine the level of risk involved. By rigorously
following these guidelines, it was claimed that exposure
can be reduced to a reasonably practicable minimum.
 D. The report stated that research carried out by the NMRC
showed that the maximum safe level of exposure to blue
asbestos was 0.1 fibres per millilitre in an eight-hour
working day.
E. Critics of the report pointed out that insufficient
longitudinal studies had been carried out to determine
that the report’s recommended maximum safety levels
were acceptable.

Questions 1-4
Do the following statements agree with the information given in the
passage? Click on:

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

1 The inquiry into asbestos-related health hazards was undertaken as

a result of widespread concern by the building industry.
TRUE
FALSE

2 The NMRC believed that exposure to asbestos fibres posed serious

health risks.
TRUE
FALSE

3 Medical researchers stated that exposure to asbestos could be

reduced by following certain guidelines.
TRUE
FALSE

4 Those who opposed the report thought that the NMRC had not
undertaken enough research into acceptable safety levels.
TRUE
 FALSE
Activity 2 - Identifying and understanding the
viewpoints of others

Read the extract from the passage The Use of Comics

in Education and answer the Sentence Completion questions
below. When you have finished, click on the Check button to
correct your answers.
You will find the passage in your workbook. Alternatively, if
you would like to view the passage on screen, click on the
button below.
The Use of Comics in Education
Paragraph C
Comic strips and books first appeared in the 19th century. For a
long time, they were regarded as a hindrance to education. It
was believed that comics would in some way destroy a child’s
ability to concentrate on writing without illustrations. It was also
widely believed that comics promoted the use of substandard
language and bad spelling, therefore hindering a child’s reading
development. These attitudes were probably strengthened by a
reaction against the violent element found in some comics, but
they extended even to those with the most harmless subject
material – animal stories, for example, or even the ‘classic’
comics of the 1960s and 70s, based on stories from
Shakespeare or other ‘high culture’ authors. Many educators
and parents believed that the latter were especially harmful in
that, by providing a shortcut to the classics, they prevented
young people from tackling the real thing. Catherine L. Kouns,
the Marketing Director of Warp Graphics, a company which
produces comics, states that ‘Comics were regarded as one of
the lowest forms of life on the scale of literary evolution’. Dr
Elaine Millard of the University of Sheffield believes that ‘this
view arises from the fact that all comics are created from the
interaction of images, which are dominant, with a small amount
of text. Critics regard reading comics as “looking at pictures”
which they equate with a lack of literacy in children’.
Paragraph D
In recent times, some educators have been rethinking former
attitudes to comics, and have been exploring them as a
possible aid in fighting illiteracy. The Wisconsin Literacy
Network (WLN) advocates the use of comics to teach where
other methods have been unsuccessful. They state that comics
are a way to motivate children who might not otherwise want
to read, as they provide minimal text accompanied by
illustrations, humour and references to daily life. The network
views them as a valuable aid in helping to build vocabulary,
and as a source of information on environmental, political,
social and historical topics. Dr Elaine Millard agrees. In a paper
entitled ‘Comics and Reading Choices’, written with Jackie
Marsh, also of the University of Sheffield, she discusses a
project in which comic lending libraries were set up in schools.
Teachers whose students participated in the project reported
that ‘the children loved it...it was really motivating for them.’
Feedback from children made it clear that the use of comics
involved family members who might not otherwise have
become involved in the reading process. This was especially
the case when the child was male and had been identified as a
weak reader. Fathers and older brothers showed active interest
in the children’s reading, which encouraged the children to
view reading as a worthwhile activity which received male
approval.
Paragraph E
Some owners of publishing companies which produce comics
have been quick to recognize the commercial potential of this
new attitude on the part of educators. Gail Burt, owner of
Metropolis Comics, states ‘I am deeply committed to literacy
and (to) establishing a good foundation for children to become
good readers.........Comics are no longer just about
superheroes; there are literate, interesting stories for all ages
and all readers.’

Questions 1-5
Complete each sentence 1-5 with the correct ending A-G from the box
below.
Note that there are more answers than you will need. Each answer
can only be used once.
1 Some teachers and parents thought that
C
2 Dr Elaine Millard suggests that those who are opposed to comics
believe that
Select...

3 The WLN believes that

Select...

4 Teachers involved in projects that used comics for educational

purposes claimed that
Select...

5 Gail Burt believes that

Select...

A comics motivated children to read.

B the small amount of text contributes to illiteracy in children.
C comics based on stories such as those of Shakespeare prevented
D encouraged some students to tackle reading the real Shakespea
E the use of comics is a way of developing vocabulary and knowled
F comics are interesting, educational and appealing to a wide audi
G the interaction between the text and the images is harmful to ch

1 The correct answer is C Some teachers and parents thought

that comics based on stories such as those of Shakespeare
prevented children from reading classic literature.
Paragraph A
These attitudes were probably strengthened by a
reaction against the violent element found in some
comics, but they extended even to those with the most
harmless subject material – animal stories, for example,
or even the ‘classic’ comics of the 1960s and 70s,
based on stories from Shakespeare or other ‘high
culture’ authors. Many educators and parents
believed that the latter were especially harmful
in that, by providing a shortcut to the classics,
they prevented young people from tackling the
real thing.
2 The correct answer is B Dr Elaine Millard suggests that those
who are opposed to comics believe that the small amount of
text contributes to illiteracy in children.
Paragraph A
Dr Elaine Millard of the University of
Sheffield believes that ‘this view arises from the
fact that all comics are created from the
interaction of images, which are dominant, with a
small amount of text. Critics regard reading
comics as “looking at pictures” which they
equate with a lack of literacy in children’.
3 The correct answer is E The WLERN believes that the use of
comics is a way of developing vocabulary and knowledge on
issues.
Paragraph B
The Wisconsin Literacy Network advocates the use
of comics to teach where other methods have been
unsuccessful. They state that comics are a way to
motivate children who might not otherwise want to
read, as they provide minimal text accompanied by
illustrations, humour and references to daily life. The
network views them as a valuable aid in helping
to build vocabulary, and as a source of
information on environmental, political, social
and historical topics.
4 The correct answer is A Teachers involved in projects that
used comics for educational purposes claimed that comics
motivated children to read.
Paragraph B
In a paper entitled ‘Comics and Reading Choices’,
(Millard and Marsh 2001), she discusses a project in
which comic lending libraries were set up in
schools. Teachers whose students participated in
the project reported that ‘the children loved
it...it was really motivating for them.’
5 The correct answer is F Gail Burt believes that comics are
interesting, educational and appealing to a wide audience.
Paragraph C
Gail Burt, owner of Metropolis Comics, states ‘I am
deeply committed to literacy and (to) establishing a
good foundation for children to become good
readers.........Comics are no longer just about
superheroes; there are literate, interesting
stories for all ages and all readers.’

Now that we have looked at identifying the viewpoint of

another person or group of people, let’s look at identifying the
writer’s viewpoint.

Identifying the writer’s viewpoint

There are many ways in which writers can present their
viewpoint. They can present it either:
 directly
 indirectly.
Let’s now look at a series of examples which demonstrate these
two styles.
Presenting a viewpoint directly
When a writer presents their viewpoint in a direct way, it
is obvious and clear to the reader. Let’s look at two different
ways the writer can do this:
Example 1 – Using a signpost
I believe that sky diving, now classified as an ‘extreme
sport’, is one of the most dangerous recreational
activities available today.

Here, the writer has stated their viewpoint directly, using the
signpost words “I believe that...

Example 2 – Presenting a viewpoint as fact

Sky diving, now classified as an ‘extreme sport’, is one of the most
dangerous recreational activities available today.
This writer has also stated their viewpoint directly. It sounds
like a fact but it is an opinion because we can agree or disagree
with it.
Presenting a viewpoint like a fact makes the argument more
convincing; people can’t argue with facts. We know it is the
writer’s view because they do not indicate that it belongs to
another person.
Stating viewpoints this directly is not common in IELTS Reading
passages. Instead, you are more likely to find the viewpoint
presented in one of the following indirect ways.

Presenting a viewpoint indirectly

Presenting a viewpoint indirectly means that the viewpoint is
implied or suggested, not directly stated.
In order to improve your ability to answer Viewpoint questions,
you must learn to identify viewpoints presented less directly.
You must learn to understand the meaning of a word, phrase,
sentence or idea, even if the viewpoint is not directly stated.
Let’s look at the following paragraph and consider how the
writer’s viewpoint is indirect.
Example
Wind stations have been introduced as an
environmentally friendly source of energy. However,
environmentalists are concerned about the visual impact
wind stations have on the landscape. In order to
generate commercially viable quantities of electricity it is
necessary to install an extremely large number of wind
towers. In the Los Remos scheme alone there are more
than 150 steel wind towers, each around 30 metres high, covering a
total area of 80 hectares. Although they are silent and safe, they
make the majestic Los Remos Range look like a dense concrete jungle
emerging from the peaceful countryside.
In this example the writer states their viewpoint indirectly. They
use different methods to convince the reader that they are
correct.
To support their opinion, they:
 present the viewpoint of others
 present facts
 use persuasive adjectives
 make comparisons
Let’s look more closely at each of these to find out how and
why the writer has presented the information about wind
stations.

1. Presenting the viewpoint of others to support a viewpoint

One way writers can support their viewpoint is to present the
viewpoint of another person or group of people. How does this
work?
Let’s look at our example passage again:
Wind stations have been introduced as an environmentally
friendly source of energy. However, environmentalists
are concerned about the visual impact wind stations
have on the landscape. In order to generate
commercially viable quantities of electricity it is necessary
to install...

Here, the writer has chosen to present the viewpoint of

environmentalists: they are concerned about the visual
impact wind stations have on the landscape.
We know that this is also the viewpoint of the writer because he
does not disagree with this viewpoint. Therefore, the writer is
indirectly saying that he agrees with the viewpoint of the
environmentalists.
Why does the writer give their opinion?
Environmentalists care about the environment. Some of them
are scientists who study it, as well. Therefore we might believe
that they know what is best for the environment.

2. Presenting facts to support a viewpoint

Often writers choose to present facts that will support their
viewpoint.
Look at our example passage again. Why has the writer
presented the facts that have been highlighted? What effect
will this have?
In order to generate commercially viable quantities of
electricity it is necessary to install an extremely large
number of wind towers. In the Los Remos scheme
alone there are more than 150 steel wind towers, each
around 30 metres high, covering a total area of 80
hectares.......
Here, the writer presents a series of facts about the wind
towers in the Los Remos scheme: he mentions their large
number, their height, and the large area needed to establish
the wind station. The writer has deliberately chosen to
include all of these facts to demonstrate to the reader that
the wind towers dominate the landscape at Los Remos: this
implies that they have a negative effect on the peaceful,
natural landscape.
Therefore, we can see that the writer has presented these
facts as a way of indirectly supporting their own
viewpoint (i.e., that wind stations have an unpleasant visual
impact on the environment). Let’s look now at how writers
choose adjectives to support their views.

3. Choosing adjectives to support a viewpoint

Adjectives are words that describe nouns and they can create a
strong positive or negative feeling about the key nouns or
subjects they are describing. A writer will often use adjectives
which support their viewpoint.
How does the writer of our example passage feel about wind
stations? Does he think they have a positive or negative effect
on the landscape? Read the whole passage again, paying
particular attention to the highlighted adjectives and adjectival
phrases.
Wind stations have been introduced as
an environmentally friendly source of energy. However,
environmentalists are concerned about the visual impact
wind stations have on the landscape. In order to
generate commercially viable quantities of electricity it
is necessary to install an extremely large number of wind
towers. In the Los Remos scheme alone there are more
than 150 steel wind towers, each around 30 metres high, covering a
total area of 80 hectares. Although they are silent and safe, they
make the majestic Los Remos Range look like a dense concrete
jungle emerging from the peaceful countryside.
Now click on your answer:
The adjectives used in the passage above are used to create
a positive viewpoint about wind stations
a negative viewpoint about wind stations
By identifying and understanding the adjectives the writer has
used in a passage, the reader can determine whether the writer
feels positively or negatively about a particular idea or issue.
Let’s look at how this works in more detail.
In our example passage on wind stations, the writer has used
adjectives to give a negative meaning to support his viewpoint
that wind stations have an unpleasant visual impact on the
environment.
How did the writer do this?
Think about the questions below the passage, then click on the
feedback button to find out.
Wind stations have been introduced as an environmentally
friendly source of energy. However, environmentalists are concerned
about the visual impact wind stations have on the landscape. In order
to generate commercially viable quantities of electricity it
is necessary to install an extremely large number of wind towers. In
the Los Remos scheme alone there are more than 150 steel wind
towers, each around 30 metres high, covering a total area of 80
hectares. Although they are silentand safe, they make
the majestic Los Remos Range look like a dense concrete
jungle emerging from the peaceful countryside.

1 Wind stations have been introduced as an environmentally

friendly source of energy...
‘Environmentally friendly’ sounds like a good thing.
Which words change this positive feeling to a negative one?
‘Environmentally friendly’ sounds positive but this quickly changes
with the words ‘However, environmentalists are concerned...’

2 ...it is necessary to install an extremely large number of wind

towers...
What effect does the word ‘necessary’ have here?
The writer uses the adjective ‘necessary’ to suggest that if we are to
going to use wind power, there is no other choice, than to install
large numbers of towers (in order to generate enough electricity).

3 ...it is necessary to install an extremely large number of wind

towers...
What effect does the adjectival phrase ‘extremely large’ have here?
The word ‘extremely’ is used here to emphasise ‘large’ (number of
wind towers). In the context of the reading passage, this emphasis
helps the writer to imply that such a large number of wind towers is
a negative thing.

4 In the Los Remos scheme alone......

What effect does the word ‘alone’ have here?
The use of the word ‘alone’ helps the writer to imply that the Los
Remos scheme is only one of many schemes around the country
using such a large number of wind towers. This could make the reader
feel overwhelmed by wind towers: as if the country is being invaded
by them.

5 ...there are more than 150 steel wind towers,...

What is the effect of ‘more than’here?
The words ‘more than’ are used here to emphasise the large number
of wind towers. This emphasis again helps the writer to imply that
such a large number of wind towers is a negative thing.

6 ...they also make the majestic Los Remos Range look like a dense
concrete jungle emerging from the peaceful countryside.
‘majestic’ sounds positive. Why has the writer used it here?
Here, the writer uses the adjective ‘majestic’ to indicate the beauty of
the Los Remos Range (without the wind station). Such a descriptive
adjectives helps the writer to imply that they admire or respect this
beauty (and therefore don’t want the wind towers built).

7 ... make the majestic Los Remos Range look like a dense concrete
jungle emerging from the peaceful countryside.
What is the effect of comparing these two images, a dense concrete
jungle and the peaceful countryside?
Here, by using the image of the ‘a dense concrete jungle’, the
writer impliestheir dislike for the number and look of the wind towers
and their desire to keep the countryside the way it
is, untouched and peaceful.

From these examples we can see how writers use adjectives to

convey indirectly their viewpoint. If you find this difficult, let’s
look at an example where the writer uses adjectives to convey
the opposite viewpoint.

Using adjectives to present a positive point of view

Below are two different viewpoints on wind stations. Both
passages present the same information but notice how the
language creates a positive or negative view about the wind
towers’ impact on the landscape.
For wind stations Against wind
(Positive View) stations
(Negative View)

Environmentalists Environmentalists
are concerned are concerned
about the visual about the visual
impact wind impact wind
stations have on stations have on
the landscape. the landscape. In
 However, in order order to generate
to generate commercially
commercially viable quantities of
viable quantities of electricity it is
electricity it is necessary to install
simply a matter a large number of
ofinstalling a small, wind towers. In the
discrete numberof Los Remos scheme
wind towers. In the there are 150 steel
Los Remos scheme wind towers, each
there are no more around 30 metres
than150 wind high, covering a
towers, each less total area of 80
than30 metres hectares.
high, covering
a modest area of
80 hectares.
Can you identify the language the writer has used to create a
positive view? Use your mouse to click on the words the writer
has used to persuade us that wind stations are not a problem in
the Positive view above. When you click on the correct words
you will receive feedback.

4. Making a comparison to support the writer’s viewpoint

Writers may also make positive or negative comparisons to
support their view. Identifying comparisons may also help you
to identify the writer’s viewpoint.
Here is another example of a comparison being used to support
the writer’s opinion of the wind towers in the Los Remos
scheme:
In the Los Remos scheme there are 150 steel wind
towers, each around 30 metres high, covering a total
area of 80 hectares. Although they are silent and
safe, they make the majestic Los Remos Range look
like Manhattan in miniature.
What is the writer’s opinion here?
Click on your answer. The writer has
a positive viewpoint about wind stations
 a negative viewpoint about wind stations
What is the effect of comparing these two images, the
majestic Los Remos Range and Manhattan in miniature?
As you saw, the, the writer uses the adjective ‘majestic’ to
indicate the beauty of the Los Remos Range without the wind
station. By comparing it to a miniature Manhattan, you will
need to use your own general knowledge: Manhattan is the
crowded island which is part of a large city, New York. By
comparing the two, the writer is indirectly saying that the
numerous wind towers make the peaceful, natural mountain
range of Los Remos look like a city. From this, we can assume
that the writer dislikes this appearance.
Note that the writer has used the connective although to
indicate a contrasting ideawithin this part of the passage.

Now that we have looked at some ways in which writers can

indirectly convey their viewpoint, let’s use what we have learnt
to identify the writer’s viewpoint in the following activity.

Activity - Understanding the writer’s viewpoint

Read the following extracts from an example IELTS

reading passage and answer the questions that follow. The first
one has been done for you as an example.

Extract 1
The campaign against cats has become so
exaggerated it has lost its focus. Much energy that
could be put to good use is being wasted on futile
campaigns that do little more than aggravate cat
owners.
1 In this extract, the writer:

A agrees with the campaign against cats

B disagrees with the campaign against cats

The correct answer is B. The writer disagrees with the
campaign against cats. The viewpoint is presented indirectly,
but, the reader can still identify it by the words and phrases
used to criticise the anti-cat campaign.
The campaign against cats has become so exaggerated it has lost
its focus. Much energy that could be put to good use is being
wasted on futile campaigns that do little more than aggravatecat
owners.
By identifying and understanding these adjectives, the reader
can get a general feeling that the writer disagrees with
campaigns against cats.
Now you try!
Extract 2
It seems that some businesses could be in danger of unintentionally
offering a sheltered location for certain crimes to take place. Jane
Mooney, who is currently investigating computer-related crime in the
workplace, claims that it is on the increase. Recent research
established that most computer crimes (over 65%) were committed
by trusted business employees – those people who had unrestricted
access to equipment and resources.
2 In this extract, the writer:
A agrees that certain work environments may provide a
safe location for computer crime to take place
B disagrees that certain work environments may provide a
safe location for computer crime to take place.
The correct answer is A. The writer states that ‘It seems that
some businesses could be in danger of unintentionally offering
a sheltered location for certain crimes to take place’ and then
supports this statement by presenting the viewpoint of another
person (Jane Mooney). The writer has also supported this
statement by presenting facts (over 65% [of computer crimes]
were committed by trusted business employees). The writer
does not state that he or she disagrees with Jane Mooney, or
provide contrasting facts. From this we can see that the writer
has used this information to indirectly indicate and support her
own viewpoint.
Extract 3
Religious items such as representations of the Buddha, should be
used in appropriate ways, not for example, as a coffee table, a hat
rack, or (as in one extraordinarily thoughtless incident) as a bathroom
ornament.
3 In this extract, the writer:
A agrees that people should be careful about how they use
religious items.
B disagrees that people should be careful about how they
use religious items.
The correct answer is A. In this example, the writer agrees that
people should be careful with religious items. The reader can
identify this viewpoint because the writer has given a
recommendation: Religious items should be used in appropriate
ways. Also, she has used certain adjectives to criticise those
people who do not do this:
Religious items such as representations of the Buddha,
should be used in appropriate ways, not for example,
as a coffee table, a hat rack, or (as in
one extraordinarily thoughtless incident) as a
bathroom ornament.

Extract 4
Some chief executives find it better to employ a more senior
professional on a part-time basis than a less experienced person full-
time. However, although a junior employee may have less practical
experience, he or she is more likely to be up to date with current work
practises and theories, which may be lacking in employees with less
recent qualifications.
4 In this extract, the writer:
A agrees that it is better to employ a senior professional
B disagrees that it is better to employ a senior professional.
The correct answer is B. In this example, the
writer disagrees that it is better to employ a senior
professional. The writer has presented the viewpoint of another
group of people (Some chief executives) but has then
disagreed with this viewpoint, using a connective
word However that indicates a contrasting viewpoint.

Extract 5
Every year thousands of baby seals are brutally and needlessly
slaughtered to satisfy the demands of fashion.
5 In this extract, the writer:
A agrees with the killing of young seals
B disagrees with the killing of young seals
The answer is B. In this example, the writer disagrees with the
killing of young seals. She has used facts (large numbers to
show it’s a big problem) and negative adjectives and adverbs to
show that she disagrees: in particular, the strong words
‘brutally’, ‘needlessly’ and ‘slaughtered’:
Every year thousands of baby seals
are brutally and needlessly
slaughtered to satisfy the demands of fashion.

In this step, we have looked at many ways in which writers

convey their viewpoint directly or indirectly. Now, let’s use
everything you have learnt in this step to complete the
following activity.

7.1 Putting it all together

Do this activity in your

workbook.
Read the passage The Rush (P9) again and answer the
Viewpoint Questions 1-10 below. When you have finished, click
the Check button to check your answers.
If you would like to view the passage on your screen, click on
the button below.
The Rush
A. Lying, huddled in his sleeping bag, Bernard Peters listens
to the howling wind buffeting the walls of his tent. In the
distance, the occasional sound of falling ice and rock,
rumbles into the valley below. After initially falling asleep
quite quickly at around 9pm, the sound of the gale tearing
through the mountain peaks has kept him awake for the
past 2 hours. He glances at his watch. It is now 3 am. Only
two more hours of sleep and it will be time to continue his
assault on Mount Manaslu, the eighth highest mountain in
the world standing at a daunting 8163 metres, just 685
metres lower than nearby Mount Everest.
B. Bernard is part of an ever-growing group of people
addicted to so-called ‘extreme’ sports. These sports, which
include activities such as mountain climbing, scuba diving,
bungie jumping and sky diving, challenge the individual to
push themself to and beyond their physical and
psychological limit. The aim of performing such death
defying feats is not to further science or for the discovery
of anything that could benefit humanity. If asked,
participants of such activities will tell you they are there
for ‘the rush’.
C. This ‘rush’ they refer to is actually the biological
phenomenon of the release of adrenaline into the blood.
Adrenaline is a chemical produced by the body in the
adrenal glands, located above the kidneys. According to
Professor Vice of Alablast University, when people find
themselves in a stressful situation, the glands release
adrenaline into the bloodstream, where it provides the
body with a sudden surge of energy. This causes the heart
rate and body temperature to increase and senses such as
sight and smell to become more sensitive whilst reducing
pain receptors. Blood is drawn into the body core, so that
if the skin is cut open, there will be less bleeding and the
muscles of the body tighten ready for use. Professor Vice
says that these reactions are the body’s way of preparing
the individual to deal with their source of stress.
D. In daily life adrenaline provides people with the extra
energy needed to deal with stressful and potentially
dangerous situations. If someone, for example, found
themself in a dark street facing a person with a large
knife, adrenaline would provide the burst of energy and
heightened concentration required for them to deal with
the situation and hopefully escape from their potential
attacker. The power of this chemical cannot be doubted
with doctors using it on patients as a natural treatment for
pain and as a sedative, injecting adrenaline directly into
patients suffering from severe stress disorders. There are
also various accounts of people performing super human
feats, such as leaping over high walls under the influence
of adrenaline.
E. Psychologist Alfred Ryan, in his recent study on the effects
of adrenaline, has shown that many of the people who
take part in extreme sports become addicted to the
natural high they get from the adrenaline released into
their bloodstream. “The result is, they push themselves to
perform increasingly risky feats trying overcome their
natural fear barriers.” Some actually refer to themselves
as ‘adrenaline junkies’, literally living their lives in pursuit
of the state of euphoria they get from putting their life on
the edge.
F. Such pursuits, however, do not come cheap. Each event
involves a long shopping list of expensive equipment and
the costs of transport and accommodation in exotic
locations, leaving the more extreme expeditions open only
to affluent members of society. Bernard acknowledges
that if it wasn’t for his high income as the head of a
medical research project at Michou University, he would
not be able to pursue his love for the extreme. “I would
also love to get married, but right now I just don’t have
time to think about a serious relationship. This year I am
climbing the Himalayas. Next summer I am off to South
Africa to swim with great white sharks. After that I hope to
do some skiing in the Andes.” The list of ‘things to do’
goes on, with all the places and events being as high, new
and dangerous as possible.
G. Bernard admits that his love affair with danger is not to be
taken lightly. Just last year, one of his best friends died
trying to reach the top of Mount Everest. “I am sad he is
 gone, but we all have to die some day. I have peace
knowing that climbing a mountain is how he would have
wanted to go.” Sadly his friend will not be the last life
claimed in an attempt to reach the top of the highest
mound of rock and ice on the planet, where an average of
seven people die every year. Despite the amount of
planning, training and equipment that go into such
expeditions, there are always unpredictable variables,
such as sudden changes in weather, equipment failure
and injury. Bernard rationalises the risks he takes by
stating that all things in life require risks. “Just by trying to
cross a road there is the risk you will be hit by a car. Life is
short, and I intend to make the most of it”, he says.
H. After almost 2 years of planning, one million dollars to
cover costs and intense physical effort, Bernard and his
team finally sit on the top of Mount Manaslu. The climax of
their journey lasts for a brief 30 minutes before they begin
the four day journey back down the mountain, facing
further potential danger. Yet, there are no regrets,
whatever the outcome. They are willing to risk death for a
fleeting glimpse of feeling alive.

Questions 1-3
Choose the letter A-C that most closely describes the writer’s
viewpoint for each question.
1 Professor Vice states that adrenaline

A assists the body in dealing with stressful situations

B prevents people from being attacked
C helps sports people perform beyond their physical and
psychological abilities.

2 According to Ryan, addiction to extreme sports results from

A the feeling of euphoria caused by the release of adrenaline into

the blood
B overcoming natural barriers to fear
C pursuing increasingly risky sports
3 Bernard Peters believes that

A pursuing extreme sports is preferable to getting married

B extreme sports are as risky as crossing the road
C everything in life requires people to take risks.

Questions 4-8
Do the following statements reflect the viewpoint of the writer? Write:

YES if the statement agrees with the writer

NO if the statement contradicts the writer

NOT GIVEN if there is no information about this in the

passage

4 People participate in extreme sports in order to benefit scientific

research.
5 With careful planning and training, extreme sports are relatively
safe.
6 Safety equipment, transport and accommodation are often difficult
to organise.
7 It is possible for almost anyone to participate in extreme sports.
8 It is inevitable that more mountaineers will lose their lives Everest.
1 The correct answer is A Professor Vice states that adrenaline
assists the body in dealing with stressful situations.
Paragraph C
Professor Vice says that these reactions are the body’s
way of preparing the individual to deal with their
source of stress.
2 The correct answer is A According to Ryan, addiction to
extreme sports results from the feeling of euphoria caused by
the release of adrenaline into the blood
Paragraph E
 Psychologist Alfred Ryan, in his recent study on the
effects of adrenaline, has shown that many of the
people who take part in extreme sports become
addicted to the natural high they get from the
adrenaline released into their bloodstream.
3 The correct answer is C Bernard Peters believes that
everything in life requires people to take risks.
Paragraph G
Bernard rationalises the risks he takes by stating
that all things in life require risks.
4 The correct answer is NO This statement is opposite to the
writer’s viewpoint.
Paragraph B
The aim of performing such death defying feats
is not to further science or for the discovery of
anything that could benefit humanity.
5 The correct answer is NO The writer believes there are still
risks, even with careful planning.
Paragraph G
Despite the amount of planning, training and
equipment that go into such expeditions, there are
always unpredictable variables, such as sudden
changes in weather, equipment failure and injury.
6 The correct answer is NOT GIVEN
The writer indicates that transport and accommodation
can be expensive in some locations. However, no
information is given to support the statement that
transport and accommodation are difficult to organise.
Paragraph F
...Each event involves a long shopping list of expensive
equipment and the costs of transport and accomodation
in exotic locations...
7 The correct answer is NO The writer indirectly states that
extreme sports are really only possible for people with money.
Paragraph F
Such pursuits, however, do not come cheap. Each
event involves a long shopping list of expensive
equipment and the costs of transport and
accommodation in exotic locations, leaving the
more extreme expeditions open only to affluent
members of society. Bernard acknowledges that if it
wasn’t for his high income as the head of a medical
research project at Michou University, he would not be
able to pursue his love for the extreme.
8 The correct answer is YES The writer supports their indirect
opinion that more people will die climbing Mount Everest by
giving a fact – every year an average of seven people die
climbing the mountain.
Paragraph G
Sadly his friend will not be the last life claimed in an
attempt to reach the top of the highest mound of rock
and ice on the planet, where an average of seven
people die every year.

Summary
In this step, you have learnt to identify:
 factual information
 viewpoints belonging to:
1. the writer
2. another person
3. or groups of people.
In Step 8, you will use these skills to practise answering
Viewpoint questions.
Step 8:

Viewpoint Questions

Introduction
In Step 7, we learnt how to
 identify fact from viewpoint
 recognise and understand implied meaning
 distinguish the writer’s viewpoint from others’
viewpoints.
We also saw that the following can help us to find viewpoints:
 direct/indirect quotes
 structures that help you to infer the meaning, such as
comparison and contrast; cause and effect.

Outcomes
By the end of this step, you will be able to answer Viewpoint
questions by:
 understanding and identifying the viewpoint of the
writer
 identifying the viewpoint of people mentioned in the
passage
 identifying which viewpoint belongs to which person
or people from the reading passage.
You will also practise answering two types of Viewpoint
questions.

Introduction to Viewpoint questions

There are two question types
commonly used in Viewpoint
questions:
 Yes/No/Not Given
 Matching Viewpoint
questions
Let’s look at these question types
and how to answer them.
Yes/No/Not Given questions
Look at the example Yes/No/Not Given question below:
Example
Do the following statements agree with the views of the writer? Write:

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer

NOT GIVEN if it is impossible to say what the writer thinks abou

1 The National Medical Research Council report should have stated

that the use of asbestos was unacceptable.
2 The report from the National Medical Research Council was biased.
Note the words in each Yes/No/Not Given question that indicate
that they are opinions:
1 The National Medical Research Council report should have stated tha
unacceptable.
2 The report from the National Medical Research Council was biased.

Yes/No/Not Given or True/False/Not Given questions?

Remember that Yes/No/Not Given questions are different from
True/False/Not Given questions. While True/False/Not Given
questions test your ability to understand facts, Yes/No/Not
Given questions usually test your understanding of the writer’s
or others’ opinions.
Notice the difference in the instructions between True/False/Not
Given and Yes/No/Not Given questions:
Do the following statements agree with the information in the
passage? Write:

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information in

NOT GIVEN if there is no information on this.

Do the following statements agree with the views of the

writer? Write:

YES if the statement agrees with the views of the w

NO if the statement contradicts the views of the wr

NOT GIVEN if it is impossible to say what the writer thinks

From the instructions we can see that True/False/Not

Given statements focus on the information (facts)in the
passage, while the Yes/No/Not Given statements concentrate
on the views (opinions).
However, BE CAREFUL! Sometimes, Yes/Not/Not Given
questions are used instead of True/False/Not Given questions to
test your understanding of facts. Look at the following
instructions:
Do the following statements agree with the information in the
passage? Write:

YES if the statement agrees with the information in

 the passage

NO if the statement contradicts the information in

the passage

NOT if there is no information on this.

GIVEN

Note that this doesn’t happen very often. However, you should
read the instructions carefully to check if you are reading for
viewpoint or for fact.

Now let’s look at how to identify the writer’s viewpoint.

Identifying the writer's viewpoint

Yes/No/Not Given questions test whether you can identify
and understand the writer’s views. You need
to differentiate the writer’s viewpoint from that of others
mentioned in the text. In Step 7 we looked at how to identify
the writer’s viewpoint, but let's take a moment to review this.
Look at Paragraph A of the reading passage Safety
Recommendations below:
A In 1967, in response to widespread public concern aroused by medical r
asbestos-related deaths, the National Medical Research Council instituted
enquiry to investigate the health hazards associated with the use of asbes
industry. The commission made a series of important safety recommenda

In this paragraph, there are two viewpoints:

 the view of the public:
The public was concerned about asbestos-related
deaths:
In 1967, in response to widespread public concern aroused by medical r
deaths, the National Medical Research Council instituted a commission of
hazards associated with the use of asbestos in the building industry.

 the view of the writer: the safety recommendations

were important:

The commission made a series of important safety recommendations

Activity – Identifying the viewpoint of the writer

Look at the following passage titled Safety

Recommendations and identify whose viewpoints are
given in Paragraphs B, C, and D.

Safety Recommendations
A In 1967, in response to widespread public
concern aroused by medical reports of asbestos-
related deaths, the National Medical Research
Council instituted a commission of enquiry to
investigate the health hazards associated with
the use of asbestos in the building industry. The
commission made a series of important safety
recommendations.
B The report of the Council stated that if its
recommendations were strictly adhered to, the
onset of asbestosis in a normal working life
should not develop.
C Critics of the report pointed out that
insufficient longitudinal studies had been carried
out to determine that the report’s
recommended safety levels were acceptable.
D If, as some as yet unconfirmed data suggest,
even minimal exposure to asbestos may result
in disease, then clearly the report should have
stated that the employment of asbestos was
 unacceptable in any form.
Choose whose viewpoint is given in Paragraph B, C and D by
selecting from the dropdown box.

Paragrap
The Writer
hB

Paragrap
Select...
hC

Paragrap
Select...
hD

Paragraph B The National Medical Research Council.

‘The report of the Council stated that if its
recommendations were strictly adhered to,
the onset of asbestosis in a normal working
life should not develop.’

Paragraph C The Critics.

‘Critics of the report pointed out that
insufficient longitudinal studies had been
carried out to determine that the report’s
recommended safety levels were acceptable.’

Paragraph D The Writer.

‘Clearly the report should have stated that
the employment of asbestos was
unacceptable in any form.’

Now that we have reviewed identifying the writer’s viewpoint,

let’s look at the process for answering Yes/No/Not Given
questions.

The Process: Yes/No/Not Given questions

To answer Yes/No/Not Given questions follow this process:
Step 1
 Underline key words in the question.

Step 2
Scan the passage to find the part where the writer is
discussing the topic or idea given in the question.

Step 3
Decide whether the writer’s viewpoint agrees
(YES) or disagrees (NO) with the viewpoint stated in
the question, or if the viewpoint stated in the question
is not mentioned (NOT GIVEN) in the passage.

Let’s look at this process in more detail.

Practise the Process: Yes/No/Not Given questions

Step 1
Underline key words in the question.
Finding key words in the Yes/No/Not Given question
will help you to find the answer in the reading
passage. The key words are the main content
words. This means they will usually
be nouns or noun groups, verbs or verb
groups and adjectives. We have looked at key
words in other reading steps. Let’s review them briefly in
relation to Yes/No/Not Given questions.
Look at the following Yes/No/Not Given question:

1 The National Medical Research Council report should have stated that th

The key words in this question have been underlined:

1 The National Medical Research Council report should have state
was unacceptable.
The key words in this example include:
 noun groups - The National Medical Research Council
report and use of asbestos
 verb group - should have stated
 adjective - unacceptable.

 Practise the Process: Yes/No/Not Given questions



Step 2
Scan the passage to find the part where the writer is
discussing the topic or idea in the question.
 Now that you have found the key words in the
question, you need to scan the passage to find
the paragraph that has the key words or their
synonyms.
 Look at the question and passage below. Click
on the paragraph that contains the key words
from the question, then scroll down to check
your answer.

1 The National Medical Research Council report should have state

asbestoswas unacceptable.


A In 1967, in response to widespread public concern
aroused by medical reports of asbestos-related deaths,
the National Medical Research Council instituted a
commission of enquiry to investigate the health hazards
associated with the use of asbestos in the building
industry. The commission made a series of important
safety recommendations.
B The report of the Council stated that if its
recommendations were strictly adhered to, the onset of
asbestosis in a normal working life should not develop.
C Critics of the report pointed out that insufficient
longitudinal studies had been carried out to determine
that the report’s recommended safety levels were
acceptable.
 D If, as some as yet unconfirmed data suggest, even
minimal exposure to asbestos may result in disease,
then clearly the report should have stated that the
employment of asbestos was unacceptable in any form.
 Now that we have found the paragraph with the same
topic, we need to read it carefully and compare the
viewpoint of the writer with the viewpoint in the question.

Practise the Process: Yes/No/Not Given questions

Step 3
Decide whether the writer's viewpoint agrees
(YES), disagrees (NO) or is not mentioned (NOT
GIVEN).
After you have found the part of the passage that
discusses the same topic as the question, you need to
compare the viewpoint in the passage to the viewpoint
in the question. The viewpoint in the question will
either be:
 the same as the writer’s viewpoint in the passage (YES)
 different or opposite to the writer’s viewpoint in the
passage (NO)
 not mentioned in the passage. (NOT GIVEN)
Let’s look at how to decide whether the answer is Yes, No or
Not Given.
When the answer is YES
The answer is YES when the viewpoint in the question is the
same as the writer’s viewpoint in the passage.
Example
The question says:

1 The National Medical Research Council report should have stated that th
unacceptable.

Paragraph D from the passage says:

D If, as some as yet unconfirmed data suggest, even minimal exposure to
disease, then clearly the report should have stated that the employment o
was unacceptable in any form.

The answer to this question is YES, because the writer presents

the same viewpoint in the passage:
The passage T

...the report should have stated that the The National Med
employment of asbestos was unacceptable in any report should hav
form. of asbestos was u

Now let’s look at a different question and passage to see when

the answer is NO.

When the answer is NO

The answer is NO when the viewpoint in the question
is different to the viewpoint of the writer in the passage.
Example
The question says:

2 The writer believes that because cats prey on native birds they could br

The passage says:

It is widely believed that because cats prey on native birds they could brin
extermination. But predation seldom leads to extinction in such a simplist
would be no animals left in Africa, as those big cats called lions would hav

The answer is NO because the writer’s viewpoint in the second

sentence is the opposite to that of the question:
 The passage T
But predation seldom leads to extinction in such a The writer believes t
simplistic way. birds they could br

Notice that one viewpoint (in italics) is stated in the first

sentence:

It is widely believed that because cats prey on native birds they could b
extermination. But predation seldom leads to extinction in such a simplist

Although this viewpoint (cats could be responsible for the

extermination of the native birds) is ‘widely believed’, the
writer does not agree with it. In fact he argues against it by
introducing his belief using the word of disagreement ‘But’:
....But predation seldom leads to extinction in such a simplistic way.
Words of disagreement
There are a number of words of disagreement that let us
know that the writer has a different viewpoint. Some words
of disagreement include:
 but
 however
 on the other hand
 while

Let’s practise looking for these words of disagreement.

Activity – Words of disagreement

Click on the words of disagreement from Cats-Scoundrels or

Scapegoats? which indicate that the writer disagrees with the
viewpoint that is expressed by the anti-cat campaign.

A The campaign against cats has become so

exaggerated it has lost its focus. Much energy that could
be put to good use is being wasted on futile
campaigns that do little more than aggravate cat owners.
B It is widely believed that because cats prey on native
birds they could bring abouttheir
extermination. But predation seldom leads to extinction in
 such a simplistic way. If it did there would be no animals
left in Africa, as those big cats called Lionswould have
eaten them all up.
C Enormous numbers of birds are killed by pets in
gardens, it is true. However, while this may sound
alarming, ecologically there is nothing wrong with
it- predation is a fact of life. Birds are killed in forests
too, by a whole gamut of predators including snakes,
goannas, falcons, butcherbirds, quolls, dingoes and even
spiders. Pet catsare the urban counterparts to a large
range of native predators.
A The campaign against cats has become so exaggerated it has
lost its focus. Much energy that could be put to good use is
being wasted on futile campaigns that do little more than
aggravate cat owners.
B It is widely believed that because cats prey on native birds
they could bring about their extermination. But predation
seldom leads to extinction in such a simplistic way. If it did
there would be no animals left in Africa, as those big cats called
Lions would have eaten them all up.
C Enormous numbers of birds are killed by pets in gardens, it is
true. However, whilethis may sound alarming, ecologically
there is nothing wrong with it- predation is a fact of life. Birds
are killed in forests too, by a whole gamut of predators
including snakes, goannas, falcons, butcherbirds, quolls,
dingoes and even spiders. Pet cats are the urban counterparts
to a large range of native predators.

When the answer is NOT GIVEN

The answer is NOT GIVEN when the writer doesn’t give a
viewpoint on the topic in the question. Often the reading
passage will contain an idea that is related to the question to
try and trick you into thinking the answer is YES or NO when it
is really NOT GIVEN.
Example
The question says:
1 Cats are a particular problem in Victoria.
The passage says:
 To be useful, the anti-cat campaign should focus on specific situations wh
problem, and where something can actually be done about it. But to make
that “Cats threaten the future survival of most wildlife”, as the Victorian D
does in a leaflet, is to exaggerate the case.

The answer is NOT GIVEN. Although the paragraph mentions

Victoria, it does not present the viewpoint that the problem of
cats in Victoria is worse or better than any other place.

Let’s look at another example question in the following activity.

Activity – NOT GIVEN questions

Look at the paragraph from the reading Cats-Scoundrels or

Scapegoats? and click on the sentence(s) in the paragraph that contain(s) an
idea related to the question. Think about why the answer is NOT GIVEN, then
click on the Check button below.
1 The writer believes that all wild foxes should be killed. NOT GIVEN

A The campaign against cats has become

so exaggerated that it has lost its focus. I
would suggest that foxes pose a greater
problem, yet there is no passionate public
campaign to oust foxes, presumably
because it is obvious we can never
eliminate the millions of wild foxes in
Australia. Yet the same commonsense thinking is not applied
to cats. What of the millions of feral cats in our deserts and
woodlands which kill wildlife?They are a bigger problem, but
they are no more controllable than foxes or cane-toads.
Although the writer says that foxes can’t be controlled: “we can
never eliminate the millions of wild foxes in Australia” and “but
they are no more controllable than foxes or cane toads”, the
writer does not say or suggest foxes should be killed.
Paragraph A
The campaign against cats has become so exaggerated that it
has lost its focus. I would suggest that foxes pose a greater
problem, yet there is no passionate public campaign to oust
foxes, presumably because it is obvious we can never eliminate
the millions of wild foxes in Australia. Yet the same
commonsense thinking is not applied to cats. What of the
millions of feral cats in our deserts and woodlands which kill
wildlife? They are a bigger problem, but they are no more
controllable than foxes or cane-toads.

Synonyms and Viewpoint questions

It is important to be aware of synonyms in order to answer
viewpoint questions. Synonyms are words or phrases that have
the same meaning but are not the same word.
Let’s look at an example of why it’s important to recognise
synonyms.
Example
Read the paragraph and Yes/No/Not Given question below and
notice the words in bold:
Predation is a fact of life. Birds
are killed in forests too, by a whole
gamut of predators including snakes,
goannas, falcons, butcherbirds, quolls,
dingoes and even spiders. Pet cats are the urban
counterparts to a large range of native predators.

1 The activity of predators causes the deaths of birds.

If we know that killed is a synonym for the phrase causes the
deaths, we can answer the question correctly.
Let’s look at another example of synonyms in the following
paragraph. The synonyms are in bold. In this example, we can
see how synonyms within the passage can help us to
understand the writer’s viewpoint.
Example
Read the extract below and notice the synonyms in bold.
It is widely believed that because cats prey on
native birds they could bring about
their extermination. But predation seldom
leads to extinction in such a simplistic way.
If it did there would be no animals left in
Africa, as those big cats called lions would
have eaten them all up.

Let’s look at the first two sentences closely.

Sentence 1 says:
It is widely believed that because cats prey on native birds they could
bring about their extermination.
This sentence states a belief that is held by many people by
introducing it with the expression 'It is widely believed
that...'
Sentence 2 says:
....But predation seldom leads to extinction in such a simplistic way.
This sentence tells us that although the belief is widely held,
the writer doesn’t agree with it. We can tell this because he
introduces sentence 2 with 'But'. We also need to know that
the two words, 'extermination', in sentence 1, and
'extinction', in sentence 2, are synonyms, or we will not be
able to recognise the writer’s viewpoint.
Activity – Finding synonyms

Now let’s practise recognising synonyms of words in

questions and reading passages. Look at the
following sentences. Click on the words in the passage that
are synonyms for the words in bold in the question. The
first one has been done for you
The question says:
1 6,000 languages will die out in the next hundred years.
The passage says:
Ten years ago Michael Krauss sent a shudder through the discipline of
linguistics with his prediction that half of the 6,000 or so languages
spoken in the world would cease to be uttered within a century.
The synonyms are as follows:
 In the In the
question: passage:

die out cease to be

uttered

hundred years a century

Now you try!
The question says:
2 Scientists have admitted that the growth in the hole in the ozone
layer is caused by several sources.
The passage says:
Scientists had previously blamed air pollution for the widening hole in
the ozone layer, yet more recently it has been acknowledged that a
combination of various factors contribute to the problem.
The synonyms are as follows:
In the In the
question: passage:

admitted acknowledged

several sources various factors

The question says:

3 Local resources were usually used to build the first bridges.
The passage says:
The earliest bridges were constructed from materials that were easily
workable and were commonly at hand.
The synonyms are as follows:
In the question: In the passage:

build constructed
 first earliest

Reviewing the process for answering Yes/No/Not Given

questions
Let’s review the process we have gone through to answer
Yes/No/Not Given questions:
Step 1
Underline key words in the question.

Step 2
Scan the passage to find the part where the writer is
discussing the topic or idea given in the question.

Step 3
Decide whether the writer’s viewpoint agrees
(YES) or disagrees (NO) with the viewpoint stated in
the question, or if the viewpoint stated in the question
is not mentioned (NOT GIVEN) in the passage.
Now let’s practise answering Yes/No/Not Given questions.
Guided Activity – Yes/No/Not Given questions

Use the process we have just gone through to answer the following
Yes/No/Not Given question on the passage Safety Recommendations.

Do the following statements agree with the views of the writer? Write:

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer

NOT if it is impossible to say what the writer thinks about

GIVEN this.
 1 The report from the National Medical Research Council was biased.

Step 1
Underline key words in the question.

Click on the key words in the question below:

1 The report from the National Medical Research Council was biased.
The report from the National Medical Research Council was biased.

Guided Activity - Yes/No/Not Given questions

Step 2
Scan the passage to find the part where the writer is
discussing the topic or idea given in the question.
Click on the paragraph that contains the topic of the question.
Then click on the Check button to check your answers.

1 The report from the National Medical

Research Council was biased.

Safety Recommendations

A In 1967, in response to widespread public

concern aroused by medical reports of asbestos-
related deaths, the National Medical Research
Council instituted a commission of enquiry to
investigate the health hazards associated with
the use of asbestos in the building industry. The
commission made a series of important safety
recommendations.

B The report of the Council stated that if its

 recommendations were strictly adhered to, the
onset of asbestosis in a normal working life
should not develop.

C Critics of the report pointed out that insufficient

longitudinal studies had been carried out to
determine that the report’s recommended safety
levels were acceptable.

D If, as some as yet unconfirmed data suggest,

even minimal exposure to asbestos may result in
disease, then clearly the report should have
stated that the employment of asbestos was
unacceptable in any form.
The keyword report appears in Paragraphs B, C and D.
The keyword National Medical Research Council appears in
Paragraphs A and B.
The keyword biased does not appear in any of the paragraphs.
You can see that Paragraph B has two of the three sets of
keywords from the question. You should read this paragraph
more intensively to find the answer.

Guided Activity - Yes/No/Not Given questions

Step 3
Decide whether the writer’s viewpoint agrees
(YES) or disagrees (NO) with the viewpoint stated in
the question, or if the viewpoint stated in the question
is not mentioned (NOT GIVEN) in the passage.
Compare the viewpoint of the writer with the viewpoint in the
question.
The question says:

The report from the National Medical Research

Council was biased.

The passage says:

B The report of the Council stated that if its recommendations were
strictly adhered to, the onset of asbestosis in a normal working life
should not develop.
C Critics of the report pointed out that insufficient longitudinal studies
had been carried out to determine that the report’s recommended
safety levels were acceptable.
D If, as some as yet unconfirmed data suggest, even minimal
exposure to asbestos may result in disease, then clearly the report
should have stated that the employment of asbestos was
unacceptable in any form.
Does the viewpoint in the question agree with the writer's
viewpoint in the passage? Type YES, NO or NOT
GIVEN (or Y, N, NG) in the space below. Then click on
the Check button to check your answer.
1
The correct answer is NOT GIVEN (NG).
Paragraph B talks about the National Medical Research
Council's recommendations in its report, but does not
mention anything about bias. None of the other paragraphs
discuss bias either. Therefore the answer must be NOT GIVEN.

The order of Yes/No/Not Given questions will usually follow

the order of the passage. In other words, the answer for
Question 1 might be found in Paragraph A, Question 2 in
Paragraph C, and Question 3 in Paragraph D, etc.
Now try answering some Yes/No/Not Given Questions on your
own.

8.1 Yes/ No/Not Given questions 1

Do this activity in your

 workbook.
Read the passage Cats (P1) again and answer Questions 1-5 below. When you
have finished, click on the Check button to check your answers.
If you would like to view the passage on screen, click on the button below.

Step 1
Underline key words in the question.

Step 2
Scan the passage to find the part where the writer is
discussing the topic or idea given in the question.

Step 3
Decide whether the writer’s viewpoint agrees
(YES) or disagrees (NO) with the viewpoint stated in
the question, or if the viewpoint stated in the question
is not mentioned (NOT GIVEN)in the passage.

Cats
A The campaign against cats has become so exaggerated it has lost its focus.
Much energy that could be put to good use is being wasted on futile campaigns
that do little more than aggravate cat owners.
B It is widely believed that because cats prey on native birds they could bring
about their extermination. But predation seldom leads to extinction in such a
simplistic way. If it did there would be no animals left in Africa, as those big
cats called lions would have eaten them all up.
C Enormous numbers of birds are killed by pets in gardens, it is true. But while
this may sound alarming, ecologically there is nothing wrong with it- predation
is a fact of life. Birds are killed in forests too, by a whole gamut of predators
including snakes, goannas, falcons, butcherbirds, quolls, dingoes and even
spiders. Pet cats are the urban counterparts to a large range of native predators.
D Hunting by pet cats would only be a problem if the rate of predation,
combined with other deaths, exceed the breeding rate of the birds. This does not
seem to be the case. Several studies show the urban environments actually
support a higher density of birds than native forests, despite all the cats. This is
partly because of all the garden plants with berries and nectar rich flowers.
E The native garden birds killed by cats are nearly all widespread adaptable
species that are thriving in response to urbanisation. Some of them are probably
more abundant now than they were before European settlement. This definitely
seems to be the case for the common garden skinks that cats often kill.
F Feral cats are a much greater threat to wildlife than pet cats, and in some
situations they are a major hazard. But not usually to birds, which they seldom
eat. Studies of their diet confirm what cartoonists have always known: that cats
prefer rats, mice and other small mammals. In a major article on cats (Nature
Australia, Winter 1993) Chris Dickman stated: “In most Australian studies,
rabbits constitute the single most important prey.”
G To be useful, the anti-cat campaign should focus on specific situations where
cats are a proven problem, and where something can actually be done about it.
But to make the sweeping claim that “Cats threaten the future survival of most
wildlife”, as the Victorian Department of Education does in a leaflet, is to
exaggerate the case.

If you would like to review the steps for answering Yes/No/Not Given
questions, click on the Process button.
Questions 1-5
Do the following statements reflect the
statements made by the writer? Write:

YES if the statement agrees with the

writer

NO if the statement contradicts the

writer

NOT if there is no information about

GIVEN this in the passage

1 The large number of plants in gardens has

helped to increase the bird population.
2 The activity of predators, such as lions, causes
extinction of other animals.
3 Other animals eat more birds than cats.
 4 Cats are a particular problem in Victoria.
5 There are more birds per kilometre in towns
and cities than in a forest environment.
1 The correct answer is YES. The answer can be found in
Paragraph D. It says, “Several studies show the urban
environments actually support a higher density of birds than
native forests, despite all the cats. This is partly because of all
the garden plants with berries and nectar rich flowers.”
2 The correct answer is NO. The answer can be found in
Paragraph B. It says, “But predation seldom leads to extinction
in such a simplistic way. If it did there would be no animals left
in Africa, as those big cats called lions would have eaten them
all up.”
3 The correct answer is NOT GIVEN. The answer can be found
in Paragraph C. It says, “Birds are killed in forests too, by a
whole gamut of predators including snakes, goannas, falcons,
butcherbirds, quolls, dingoes and even spiders.” BUT it does
NOT say that these animals kill more birds than cats.
4 The correct answer is NOT GIVEN. The answer can be found
in Paragraph G. It says, “But to make the sweeping claim that
“Cats threaten the future survival of most wildlife”, as the
Victorian Department of Education does in a leaflet, is to
exaggerate the case.” BUT it does NOT say that cats are a
particular problem in Victoria.
5 The correct answer is YES. The answer can be found in
Paragraph D. It says, “Several studies show the urban
environments actually support a higher density of birds than
native forests, despite all the cats.”

8.2 Yes/No/Not Given questions 2

Do this activity in your

workbook.
Read the passage Treating a Disease or Inventing One? (P10) again and answer
Questions 1-5 below. When you have finished, click on the Check button to
check your answers.
If you would like to view the passage on screen, click on the button below.
 Treating a Disease or Inventing One?
A Does your child frequently make careless mistakes in schoolwork or other
activities? Does he or she often have difficulty organising tasks or activities?
Are there times when you are frustrated by the way your child is easily
distracted or forgetful? Or perhaps the problem is the way he or she runs about
or climbs excessively, is always on the go and seems to find it impossible to
play quietly. A dislike of difficult and boring tasks, such as homework, could
also be added to this list. If these “symptoms” sound familiar, there is no need
to blame yourself or feel bad about your parenting skills. Your child is probably
suffering from a medical condition: Attention Deficit Hyperactivity Disorder, or
ADHD as it is commonly known.
B This is the view of Dr Edward Bryant, president of the Australian Foundation
for Mental Health and an expert on the condition. Bryant maintains that ADHD
affects between 3 to 5 per cent of all children in Australian schools today. In the
United States, over 2 million children are thought to suffer from the disorder.
According to Dr Bryant, ADHD is the cause of an enormous array of learning
problems, as well as juvenile delinquency and anti-social behaviour in the
teenage years. Bryant claims “the problem is not only suffered by the children
with ADHD. Parents suffer in many ways. Not only do they have to cope with
the demands of caring for their ADHD affected children, but they also have to
endure criticism that it is their poor parenting skills which caused the condition.
We know now that children with ADHD have significantly different brain
activity to normal children and thankfully we now have ways of treating the
condition. We cannot as yet cure it, but we can help manage the symptoms and
offer both parents and children some hope for a normal life.”
C The treatment Dr Bryant refers to – or at least the most controversial one – is
the use of stimulant drugs such as Ritalin and Dexedrine. Particularly
controversial is the fact that these drugs are basically the same amphetamines
sold on the street illegally under the name of ‘Speed.’ Bryant concedes that
some parents are reluctant to have their children put on these drugs for this very
reason. “Many parents express concern that the drugs could prove addictive to
their children, but we have proven that this is only the case with adults. Others
also worry that the use of these drugs could set up a need for harmful illegal
drugs later in life, but this has also been shown to be a myth.”
D It is not a myth according to Professor Jane Mitchell, a leading child
psychologist at the University of East Sydney. She considers the views of
Edward Bryant to be more than simply inaccurate. She maintains that they are
positively dangerous. “ADHD is a disorder that has been created by those
administering its treatment. Yes, there are children with behavioural problems
and anti-social habits. But these are caused by many different factors and have
many different solutions. I ask all parents with difficult children this question:
Do you want your child being labelled as one who misbehaves, or as one who
suffers from clinical mental illness? That is your choice.”
E Professor Mitchell refutes Bryant’s so-called proof, arguing that there is no
conclusive evidence that children labelled with ADHD have different brain
function. She also is strongly opposed to the use of stimulant drugs to treat the
condition. Contrary to Bryant’s claims, she maintains that there is considerable
evidence of addiction in children on Ritalin, and a growing body of data
suggesting that childhood prescription of these drugs has led to serious
substance abuse problems later in life with drugs such as cocaine. “We even
have documented cases of parents trying to have their child classified as ADHD
so they could sell their children’s drugs on the street.”
F According to Jane Mitchell, there are no easy answers to many childhood
behavioural problems. But instead of settling for a simplistic label and
subsequent drug treatment, we need to ask ourselves more questions. Mitchell
poses this question: “What precisely is a normal child?” She maintains all the
symptoms quoted by experts like Edward Bryant are found in just about all
children everywhere. “It is true that some children display these characteristics
more than others, and some to the extent where their education and family life
are negatively affected. But all of the symptoms on the list occur in all children
at some time or another. Psychiatrists are ticking them off a list and adding
them up to be a medical diagnosis.” Mitchell lists many factors which can
contribute to an excessive display of the behaviour which can lead to the label
of ADHD: stress from divorce and domestic problems, growing pressure for
children to achieve good results in school and excessive stimulus from
television and computer games.
G She also points out that standards of how “good” children act vary hugely
from culture to culture. “Technically, a child who is considered well-behaved in
one culture could be classified as having ADHD in another. In Melanesian
societies such as Papua New Guinea, for instance, children would never be
expected to sit quietly at the dinner table while adults talked. They would be
permitted to run around and basically be children.”
H Labelling a wide range of unpleasant behaviours as a psychiatric disorder and
then treating it with drugs might not be the answer, but it is a way of avoiding a
lot of very difficult questions. It is a quick and convenient way for parents and
health practitioners alike to attempt to “fix” and dispense with behaviours in
children which have emotional and psychological roots, even though other
forms of treatment could perhaps better address the situation.

If you would like to review the process for answering Yes/No/Not Given
questions, click on the Processbutton.
Questions 1-5
 Do the following statements reflect the
statements made by the writer? Write:

YES if the statement agrees with the

writer

NO if the statement contradicts the

writer

NOT if there is no information about

GIVEN this in the passage

1 Professor Jane Mitchell believes all children

suffer from ADHD at some stage.
2 Parents can prevent ADHD by educating their
children properly.
3 Drug treatment leading to later substance
abuse is a myth according to Professor Jane
Mitchell.
4 The writer thinks diagnosing children with
ADHD is the easy solution but that other
solutions should be explored.
5 ADHD does not exist in Melanesian societies.
1 The correct answer is NO. The answer can be found in
Paragraph F. It says, “She maintains all the symptoms quoted
by experts like Edward Bryant are found in just about all
children everywhere... Psychiatrists are ticking them off a list
and adding them up to be a medical diagnosis.” Note that Jane
Mitchell is saying that most children have the symptoms of
ADHD, but psychiatrists wrongly diagnose them with ADHD.
2 The correct answer is NOT GIVEN. The answer can be found
in Paragraph B. It says, “ADHD is the cause of an enormous
array of learning problems, as well as juvenile delinquency and
anti-social behaviour in the teenage years.” BUT its does NOT
say that educating children can prevent ADHD.
3 The correct answer is NO. The answer can be found in
Paragraph D. It says, “It is not a myth according to Professor
Jane Mitchell, a leading child psychologist at the University of
East Sydney.” This is a response to the last sentence in
Paragraph C, “Others also worry that the use of these drugs
could set up a need for harmful illegal drugs later in life, but
this has also been shown to be a myth.”
4 The correct answer is YES. The answer can be found in
Paragraph H. It says, “It is a quick and convenient way for
parents and health practitioners alike to attempt to “fix” and
dispense of behaviours in children which have emotional and
psychological roots, even though other forms of treatment
could perhaps better address the situation.”
5 The correct answer is NOT GIVEN. The answer can be found
in Paragraph G. It says, “In Melanesian societies such as Papua
New Guinea, for instance, children would never be expected to
sit quietly at the dinner table while adults talked. They would
be permitted to run around and basically be children.” BUT it
does NOT mention whether ADHD exists in Melanesian societies
or not.

Matching Viewpoint questions

Another type of Viewpoint question requires you to match a
viewpoint with someone who is mentioned or quoted in the
passage. Look at the example below.
Example

Questions 1-2
Look at the following people and the list of
viewpoints below.
Match each person with the viewpoint that they
express.

A James Matisoff
B Hans-Jürgen Sasse

1 Languages die when people view their own

language as second rate.
2 People should speak more than one language
so as to preserve their native tongue.

The Process
To answer Matching Viewpoint questions follow this process:
Step 1
Scan the passage for the name of the first
person mentioned and circle it.

Step 2
Read the text around the name carefully to identify
the person’s viewpoint.

Step 3
Compare the viewpoint expressed by that person
with the viewpoint expressed in the question.

Practise the Process: Matching Viewpoint questions

Step 1
Scan the passage for the name of the first
person mentioned and circle it
In previous reading steps, we have recommended
that when you first look at a reading passage in the
test, you should skim it and find the main ideas of
each paragraph. As you do this, it is useful
to circle any people’s names mentioned, to make
it easier for you to scan for their names and answer
Viewpoint questions.
Look at the question below:
Questions 1-2
Look at the following people and the list of
viewpoints below.
Match each person with the viewpoint that they
express.
 A James Matisoff
B Hans-Jürgen Sasse

1 Languages die when people view their own

language as second rate.
2 People should speak more than one language
so as to preserve their native tongue.
Now look at the Paragraphs F and G from the
passage Endangered Languages and click on the paragraph
that contains the name James Matisoff from the question.

Endangered Languages
F One factor that always seems to occur in the demise of a la
Hans-Jürgen Sasse of the University of Cologne in Germany, i
“collective doubts about the usefulness of language loyalty.”
own language as inferior to the majority language, people sto
pick up on the attitude and prefer the dominant language. “In
until they suddenly realize that their kids never speak the lan
Douglas H. Whalen of Yale University in the United States. Th
dialects of Scottish Gaelic slipped into extinction. And it is wh
used for daily home life in Ireland, 80 years after the republic
official language.

G “Ultimately, the answer to the problem of language extinct

argues, and many linguists agree. Indeed, most people in the
tongue, and in places such as Cameroon (279 languages), Pa
(387) it is common to speak three or four distinct languages a
 Gibbs, W.W., 'Endangered Languages', Scientific American, July 2002.
Practise the Process: Matching Viewpoint questions

Step 2
Read the text around the name carefully to identify the
person’s viewpoint.

Now look at Paragraph G again.

We notice that the name Matisoff is mentioned in the

beginning of Paragraph G.
In the first sentence he gives his viewpoint:

Note that to understand Matisoff’s viewpoint, it isn’t enough

just to read the quotations. We also have to read the parts
immediately before and after the quotations.

Practise the Process: Matching Viewpoint questions

Step 3
Compare the viewpoint expressed by that person with the
viewpoint expressed in the question.
The next step is to compare the viewpoint of Matisoff
in the passage with the viewpoints in the question.
Look at the questions again.

Questions 1-2
Look at the following people and the list of
viewpoints below.
Match each person with the viewpoint that
 they express.
A James Matisoff
B Hans-Jürgen Sasse

1 Languages die when people view their own

language as second rate.
2 People should speak more than one language
so as to preserve their native tongue.
Compare the views in Questions 1 and 2 with Matisoff’s
viewpoint below.

In the passage Matisoff mainly talks about ‘multilingualism’,

which means the ability to speak more than one language.
Question 2 is also about speaking more than one language.
Let’s take a closer look and see if James Matisoff is the answer
to Question 2.
Question 2 says:
2 People should speak more than one language so as to preserve
their native tongue.
The passage says:

The ideas expressed by Matisoff in the passage are the same

as the viewpoint in Question 2. Therefore the answer to
Question 2 is A James Matisoff. On your answer sheet you only
need to write the letter A.

2 A

Reviewing the process

Let’s review the process followed to answer Matching Viewpoint
questions:
Step 1
Scan the passage for the name of the first
person mentioned and circle it.
 Step 2
Read the text around the name carefully to identify
the person’s viewpoint.

Step 3
Compare the viewpoint expressed by that person
with the viewpoint expressed in the question.

Guided Activity – Matching Viewpoint questions

Now you try!

In the previous example, we completed Question 2. We
can presume that the answer to Question 1 must be “B Hans-
Jürgen Sasse”. Follow the process to check the answer for
Question 1.
Questions 1-2
Look at the following people and the list of
viewpoints below.
Match each person with the viewpoint that they
express.

A James Matisoff
B Hans-Jürgen Sasse

1 Languages die when people view their own

language as second rate.
2 People should speak more than one language
so as to preserve their native tongue. A

Guided Activity - Matching Viewpoint questions

Step 1
Scan the passage for the name of the first
person mentioned and circle it.
Click on the paragraph that mentions Hans-Jürgen Sasse.
Endangered Languages
F One factor that always seems to occur in
the demise of a language, according to
theorist Hans-Jürgen Sasse of the University
of Cologne in Germany, is that the speakers
begin to have “collective doubts about the
usefulness of language loyalty.” Once they
start regarding their own language as inferior to the majority
language, people stop using it for all situations. Kids pick up
on the attitude and prefer the dominant language. “In many
cases, people don’t notice until they suddenly realize that
their kids never speak the language, even at home,” says
Douglas H. Whalen of Yale University in the United States.
This is how Cornish and some dialects of Scottish Gaelic
slipped into extinction. And it is why Irish Gaelic is still only
rarely used for daily home life in Ireland, 80 years after the
republic was founded with Irish as its first official language.
G “Ultimately, the answer to the problem of language
extinction is multilingualism,” Matisoff argues, and many
linguists agree. Indeed, most people in the world speak more
than one tongue, and in places such as Cameroon (279
languages), Papua New Guinea (823) and India (387) it is
common to speak three or four distinct languages and a
dialect or two as well.

Gibbs, W.W., 'Endangered Languages', Scientific American, July 2002.

Guided Activity - Matching Viewpoint questions

Step 2
Read the text around the name carefully to identify
the person’s viewpoint.
Read the following extract carefully and think about what Hans-
Jürgen Sasse’s viewpoint is.
One factor that always seems to occur in the
demise of a language, according to theorist Hans-
Jürgen Sasse of the University of Cologne in
Germany, is that the speakers begin to have
“collective doubts about the usefulness of
language loyalty.” Once they start regarding their
own language as inferior to the majority language,
people stop using it for all situations.
Guided Activity - Matching Viewpoint questions

Step 3
Compare the viewpoint expressed by that person
with the viewpoint expressed in the question.
The question says:
Languages die when people view their own language as second rate.
The passage says:
One factor that always seems to occur in the demise
of a language, according to theorist of
the University of Cologne in Germany, is that the
speakers begin to have “collective doubts about the
usefulness of language loyalty.” Once they start
regarding their own language as inferior to the majority language,
people stop using it for all situations.

Is the view of the question and Hans-Jürgen Sasse in the passage the
same?
YES
NO

The passage says: The question says:

the demise of a Languages die

language

collective doubts people view their own

about the usefulness language as second
 of language loyalty rate

Type the answer to Question 1 in the box below:

Questions 1-2
Look at the following people and the list of
viewpoints below.
Match each person with the viewpoint that they
express.

A James Matisoff
B Hans-Jürgen Sasse

1 Languages die when people view their own

language as second rate.
2 People should speak more than one language
so as to preserve their native tongue. A

1
A
2
1B
2A

Now let’s practise doing more Matching Viewpoint questions.

8.3 Matching Viewpoint questions 1

Do this activity in your

workbook.
Read the passage Endangered Languages (P4) again and
answer Questions 1-3 below. When you have finished, click on
the Check button to check your answers.
If you would like to view the passage on screen, click on the
button below.
Step 1
Scan the passage for the name of the first
person mentioned and circle it.

Step 2
Read the text around the name carefully to identify
the person’s viewpoint.

Step 3
Compare the viewpoint expressed by that person
with the viewpoint expressed in the question.

Endangered Languages
A Ten years ago Michael Krauss sent a shudder through the
discipline of linguistics with his prediction that half of the 6,000
or so languages spoken in the world would cease to be uttered
within a century. This prediction was based upon the fact that
many of the world’s languages are rapidly falling from use. In
essence, younger generations are not being taught how to
speak their local language or dialect and many indigenous
communities have resorted to speaking the dominant
language. Krauss maintained that unless scientists and
community leaders directed a worldwide effort to stabalize the
decline and conserve these endangered local languages, nine-
tenths of the linguistic diversity of humankind would probably
be doomed to extinction.
B Krauss’s prediction was little more than an educated guess,
but other respected linguists have been expressing similar
alarm. Kennith L. Hale of the Massachusettes Institute of
Technology has stated that eight languages on which he has
done fieldwork have since passed into extinction. A 1990
survey in Australia found that 70 of the 90 surviving Aboriginal
languages were no longer used regularly by all age groups. The
same was true for all but 20 of the 175 Native American
languages spoken in the U.S.
C On the face of it, the consolidation of language might seem
like a good trend, one that could ease ethnic tensions and aid
global commerce. Linguists don’t deny those benefits, and they
acknowledge that in most cases small communities choose
(often unconsciously) to switch to the majority language
because they believe it will boost their social or economic
status.
D Many experts in the field nonetheless mourn the loss of rare
languages, for several reasons. To start with, there is scientific
self-interest: some of the most basic questions in linguistics
have to do with the limits of human speech, which are far from
fully explored. Many researchers would like to know which
structural elements of grammar and vocabulary – if any – are
truly universal and probably therefore hardwired into the
human brain. Other scientists try to reconstruct ancient
migration patterns by comparing borrowed words that appear
in otherwise unrelated languages. In each of these cases, the
wider portfolio of languages you study, the more likely you are
to get the right answers. “I think the value is mostly in human
terms,” says James A. Matisoff, a specialist in rare Asian
languages at the University of California at Berkeley.
“Language is the most important element in the culture of a
community. When it dies, you lose the special knowledge of
that culture and a unique window on the world.”
E However, it is not all bad news. Just because a speech
community is small does not mean it is doomed. At last report,
notes Akira Yamamoto of the University of Kansas in the United
States, there were just 185 people who spoke Karitiana. But
they all lived in the same village in Brazil, which had just 191
inhabitants. So more than 96 percent of the population was still
speaking the language and teaching it to their children.
Because surveys of endangered languages tend to look only at
the number of speakers, “there has been a history of linguists
predicting the death of languages only to return 20 years later
to find them still there,” says Patrick McConvell of the
Australian Institute of Aboriginal and Torres Strait Islander
Studies in Canberra.
F One factor that always seems to occur in the demise of a
language, according to theorist Hans-Jürgen Sasse of the
University of Cologne in Germany, is that the speakers begin to
have “collective doubts about the usefulness of language
loyalty.” Once they start regarding their own language as
inferior to the majority language, people stop using it for all
situations. Kids pick up on the attitude and prefer the dominant
language. “In many cases, people don’t notice until they
suddenly realize that their kids never speak the language, even
at home,” says Douglas H. Whalen of Yale University in the
United States. This is how Cornish and some dialects of Scottish
Gaelic slipped into extinction. And it is why Irish Gaelic is still
only rarely used for daily home life in Ireland, 80 years after the
republic was founded with Irish as its first official language.
G “Ultimately, the answer to the problem of language
extinction is multilingualism,” Matisoff argues, and many
linguists agree. Indeed, most people in the world speak more
than one tongue, and in places such as Cameroon (279
languages), Papua New Guinea (823) and India (387) it is
common to speak three or four distinct languages and a dialect
or two as well.
H “Most Americans and Canadians, to the west of Quebec, have
a gut reaction that anyone speaking another language in front
of them is committing an immoral act,” Grimes observes. “You
get the same reaction in Australia and Russia. It is no
coincidence that these are the areas where languages are
disappearing the fastest.” The first step in saving dying
languages is to persuade the world’s majorities to allow the
minorities among them to speak with their won voices.
adapted with permission from Gibbs, W.W., 'Endangered
Languages', Scientific American, July 2002.

If you would like to review the process for answering Matching

Viewpoint questions, click on the Processbutton.
Questions 1-3
Look at the following people and the list of
viewpoints below.
Match each person with the viewpoint that they
express.

A Patrick McConvell
B Michael Krauss
 C James Matisoff
D Douglas Whalen

1 3,000 languages will die out in the next

hundred years.
2 Knowledge of culture is lost when a language
ceases to be used.
3 Not all predictions regarding languages have
been correct.
1 The correct answer is B, Michael Krauss. Paragraph A
says, “Ten years ago Michael Krauss sent a shudder through
the discipline of linguistics with his prediction that half of the
6,000 or so languages spoken in the world would cease to be
uttered within a century.”
2 The correct answer is C, James Matisoff. Paragraph D
says, “Language is the most important element in the culture of
a community. When it dies, you lose the special knowledge of
that culture and a unique window on the world.”
3 The correct answer is A, Patrick McConvell. Paragraph E
says, “Because surveys of endangered languages tend to look
only at the number of speakers, there has been a history of
linguists predicting the death of languages only to return 20
years later to find them still there,” says Patrick McConvell...”
Note: Option D, Douglas Whalen, is not the correct answer
to any question.

8.4 Matching Viewpoint questions 2

Do this activity in your

workbook.
Read the passage Clocking Cultures (P2) again and answer
Questions 1-4 below. When you have finished, click on
the Check button to check your answers.
If you would like to view the passage on screen, click on the
button below.
Clocking Cultures
A If you show up an hour late in Brazil, no one [notices]. But if
you keep someone in New York City waiting for five or 10
minutes, you have some explaining to do. Time is elastic in
many cultures but is tighter and more fixed in others. Indeed,
the way members of a culture perceive and use time reflects
their society’s priorities and even their own worldview.
B Social scientists have recorded wide differences in the pace
of life in various countries and in how societies view time –
whether as an arrow piercing the future or as a revolving wheel
in which past, present and future cycle endlessly. Some
cultures [combine] time and space: the Australian Aborigines’
concept of the “Dreamtime” encompasses not only a creation
myth but a method of finding their way around the countryside.
Interestingly, however, some views of time – such as the idea
that it is acceptable for a more powerful person to keep
someone of lower status waiting – cut across cultural
differences and seem to be found universally.
C The study of time and society can be divided into the
pragmatic and the cosmological. On the practical side, in the
1950’s anthropologist Edward T. Hall, Jr., wrote that the rules of
social time constitute a “silent language” for a given culture.
The rules might not always be made explicit, he stated, but
“they exist in the air... They are either familiar and comfortable
or unfamiliar and wrong.” In 1955 he described ... how differing
perceptions of time can lead to misunderstandings between
people from separate cultures. “An ambassador who has been
kept waiting for more than half an hour by a foreign visitor
needs to understand that if his visitor “just mutters an apology”
this is not necessarily an insult.” Hall wrote. “The time system
in the foreign country may be composed of different basic
units, so that the visitor is not as late as he may appear to us.
You must know the time system of the country to know at what
point apologies are really due... Different cultures simply place
different values on the time units.”
D Most cultures around the world now have watches and
calendars, uniting the majority of the globe in the same general
rhythm of time. But that doesn’t mean we all march to the
same beat. “One of the beauties of studying time is that it’s a
wonderful window on culture,” says Robert V. Levine, a social
psychologist at California States University at Fresno. “You get
answers on what cultures value and believe in. You get a really
good idea of what’s important to people.”
E Levine and his colleagues have conducted so-called pace-of-
life studies in 31 countries. In 'A Geography of Time', published
in 1997, Levine describes how he ranked the countries by using
three measures: walking speed on urban sidewalks, how
quickly postal clerks could fulfill a request for a common stamp,
and the accuracy of public clocks. Based on these variables, he
concluded that the five fastest-paced countries are Switzerland,
Ireland, Germany, Japan, and Italy; the five slowest are Syria, El
Salvador, Brazil, Indonesia and Mexico.
F Kevin K. Birth, an anthropologist at Queens College, has
examined time perception in Trinidad. Birth’s 1999 book, 'Any
Time Is Trinidad Time: Social Meanings and Temporal
Consciousness', refers to a commonly used phrase to excuse
lateness. In that country, Birth observes, “if you have a meeting
at 6:00 at night, people show up at 6:45 or 7:00 and say, ‘Any
time is Trinidad time.’” When it comes to business, however,
that loose approach to timeliness works only for the people
with power. A boss can show up late and toss off “any time is
Trinidad time,” but the underlings are expected to be more
punctual. For them, the saying goes, “time is time.” Birth adds
that the tie between power and waiting time is true for many
other cultures as well.
G Birth attempted to find out how Trinidadians value time by
exploring how closely their society links time and money. He
surveyed rural residents and found that farmers – whose days
are dictated by natural events, such as sunrise – did not
recognize the phrases, “time is money,” “budget your time,” or
“time management,” even though they had satellite TV and
were familiar with Western popular culture. But tailors in the
same areas were aware of such notions. Birth concluded that
wage work altered the tailors’ view of time. “The ideas of
associating time with money are not found globally,” he says,
“but are attached to your job and the people you work with.”
H Some cultures do not draw neat distinctions between the
past, present and future... Ziauddin Sardar, a British Muslim
author and critic, has written about time and Islamic cultures.
Muslims “always carry the past with them,” says Sardar, who is
the editor of the journal 'Futures' and is a visiting professor of
postcolonial studies at City University, London. “In Islam, time
is a tapestry incorporating the past, present and future. The
past is ever present.” ... Sadar asserts that the West has
“colonized” time by spreading the expectation that life should
become better as time passes: “If you colonize time, you also
colonize the future. If you think of time as an arrow, of course
you think of the future as progress, going in on direction. But
different people may desire different futures.”
adapted with permission from Ezzell, Carol, 'Clocking
Cultures', Scientific American, September 2003.

If you would like to review the process for answering Matching

Viewpoint questions, click on the Processbutton.
Step 1
Scan the passage for the name of the first
person mentioned and circle it.

Step 2
Read the text around the name carefully to identify
the person’s viewpoint.

Step 3
Compare the viewpoint expressed by that person
with the viewpoint expressed in the question.

Questions 1-4
Look at the following people and the list of
viewpoints below.
Match each person with the viewpoint that they
express.
A Robert Levine
B Edward Hall Jr.
C Ziauddin Sardar
D Kevin Birth

1 Misunderstandings between different cultures

can be caused by different perceptions of time.
 2 How time is valued shows what is important to
different cultures.
3 There is a relationship between power and
waiting time.
4 Not all cultures view time as past, present and
future.
1 The correct answer is B, Edward Hall Jr. Paragraph C says, “In
1955 he described ... how differing perceptions of time can lead
to misunderstandings between people from separate cultures.”
2 The correct answer is A, Robert Levine. Paragraph D
says, ‘One of the beauties of studying time is that it’s a
wonderful window on culture,’ says Robert V. Levine, a social
psychologist at California States University at Fresno. ‘You get
answers on what cultures value and believe in. You get a really
good idea of what’s important to people.’
3 The correct answer is D, Kevin Birth. Paragraph F says the “...
loose approach to timeliness works only for the people with
power. A boss can show up late and toss off ‘any time is
Trinidad time’, but the underlings are expected to be more
punctual.”
4 The correct answer is C, Ziauddin Sardar. Paragraph H
says, “In Islam, time is a tapestry incorporating the past,
present and future. The past is ever present.”

Summary
That brings us to the end of Step 8.
In this step, you have learnt how to answer Viewpoint questions
by:
 understanding and identifying the viewpoint of the writer
 identifying the viewpoint of people mentioned in the
passage
 identifying which viewpoint belongs to which person or
people.
Well done! You have now completed all eight steps of the
Reading Module. Let's now use the skills and strategies you
have learnt to do a practice IELTS Reading test.
Good luck in the test!
Language Focus

Part 1: Synonyms

Introduction
In this part, you will be shown how to recognise synonyms of
words in the questions with words in the passage to help you
answer questions in the IELTS Reading test.

Outcomes
By the end of this part, you will be able to identify and read for
synonyms to help you better understand IELTS reading
passages and answer questions.

Synonyms
Synonyms are words that have the same or similar meaning. In
the IELTS Reading test, synonyms are often used in the
questions to make the test more challenging. Therefore,
recognising synonyms of words in the questions with words in
the passage is an important skill which will help you to answer
questions in the test. For example:
What you read in the What you read in the
question passage

Individual words

Diabetes is rare among Diabetes

northern tribes. is uncommon among
northern tribes.

Studying another Studying another

language can language can
be difficult. be challenging.

Groups of words

Language plays a critical Language is extremely

 role. important.

Many news reports Many news

are not comprehensive reports provide
enough. insufficient detail.
Let’s complete the following activity to see how identifying
synonyms will help you to answer the questions in the IELTS
Reading test.
Activity - Identifying synonyms

Look at the example questions below and compare the words used in
the question with the corresponding words in the reading passage.
Decide if the information you read in the passage has the same meaning as the
sentence in the question, by answering True or False. The first one has been
done for you as an example.
Note that the structure of the sentences in the question may be different to those
used in the Reading passage.
What you read What you read
in the in the passage
question

1 Current Contemporary True

thinking aims at thinking aims at
providing giving rewards False
incentives for to workers.
employees.
The answer is True because the words used in the question have the same
meaning as those in the reading passage:
current – contemporary
providing – giving
incentives – rewards
for employees – to workers
Now you try!

What you read What you read

in the question in the passage

2 It is essential to Appropriate visa True

 make appropriate arrangements False
visa are crucial.
arrangements.

3 The report A few examples True

cited two of technical False
examples of pilot problems during
error during airport approach
landing. were presented
in the report.

4 Excessive People who drink True

consumption of alcohol on a False
alcohol can lead regular basis risk
to disease of the getting liver
liver. disease.

5 At present, the Currently, there True

number of cars is no legislation False
allowed per concerning the
family is permitted
unrestricted. number of
vehicles per
family.
2 True. The structure of the sentences in the question and the
reading passage are slightly different. However, only one word
has changed – the word essential in the question has the
same meaning as the word 'crucial' in the reading passage.
Therefore, this statement is True.
3 False. Many of the words used in the question do not have
the same meaning as those used in the reading passage. Two
examples is different in meaning to 'A few examples'. Pilot
error is not the same as 'technical problems' and landing is
different in meaning to 'airport approach'. Therefore, this
statement is False.
4 False. Although the phrase can lead to disease of the
liver means the same as 'People who risk getting liver disease',
the phrase Excessive consumption of alcohol does not have
the same meaning as 'drink alcohol on a regular basis'. It is
possible to drink alcohol regularly (eg, a glass of wine each
night with dinner) but not drink excessively (i.e., to drink
quantities that are dangerous to one’s health). Therefore, this
statement is False.
5 True. The structure of the sentences in the question and the
reading passage is different. However, the words used in the
question have the same meaning as those in the reading
passage:
at present – 'currently'
the number of cars allowed – 'the permitted number of
vehicles'
is unrestricted – 'there is no legislation'.

Activity - Reading for synonyms

Look at the following extract from IELTS reading

passage and use your understanding of synonyms to
answer the True/False/Not Given questions.
Treating a Disease or Inventing One?
A number of health experts maintain that Attention Deficit
Hyperactivity Disorder, or ADHD as it is commonly known,
affects between 3 to 5 per cent of all children in Australian
schools today. In the United States, over 2 million children
are thought to suffer from the disorder. According to Dr
Bryant, ADHD is the cause of an enormous array of learning
problems, as well as juvenile delinquency and anti-social
behaviour in the teenage years. Bryant claims “the problem
is not only suffered by the children with ADHD. Parents suffer
in many ways. Not only do they have to cope with the
demands of caring for their ADHD affected children, but they
also have to endure criticism that it is their poor parenting
skills which caused the condition. We know now that children
with ADHD have significantly different brain activity to
normal children and thankfully we now have ways of treating
the condition. We can help manage the symptoms and offer
both parents and children some hope for a normal life.”

Questions 1-5
Do the following statements agree with the information given in the
passage? Choose:
 TRUE if the statement agrees with the writer

FALSE if the statement contradicts the writer

NOT if there is no information about this in the

GIVEN passage.

1 Up to five percent of school children in Australia suffer from ADHD.

TRUE

FALSE

NOT GIVEN

2 It is unlikely that ADHD contributes to anti-social behaviour in

primary school children.
TRUE

FALSE

NOT GIVEN

3 Parents with children suffering from ADHD are often blamed for
their lack of parenting skills.
TRUE

FALSE

NOT GIVEN

4 Children suffering from ADHD experience variations in brain activity

to other children.
TRUE

FALSE

NOT GIVEN

5 The symptoms of ADHD can be cured.

TRUE

FALSE
 NOT GIVEN

1. The question states Up to five percent of school

children suffer from ADHD. The reading passage
states 'ADHD affects between 3 to 5 percent of all
children…' Here, the words children suffer from and 'ADHD
affects' have the same meaning. Therefore, the statement is
True.
2. The question states it is unlikely that ADHD contributes to
anti-social behaviour in primary school children while the
reading passage indicates 'ADHD is the cause of … juvenile
delinquency and anti-social behaviour in the teenage years'.
The reading passage does not provide information specifically
about ADHD in primary school children. Therefore, this
information is Not Given.
3. Here, the words are often blamed and lack of parenting
skills in the question have the same meaning as 'have to
endure criticism' and 'poor parenting skills' in the reading
passage.
Therefore, the statement are often blamed for their lack of
parenting skills agrees with the writer’s statement 'have to
endure criticism that it is their poor parenting skills which
caused the condition'.
4. The words variations in brain activity in the question
have a similar meaning to 'significantly different brain
activity' in the reading passage.
Therefore, the statement Children suffering from ADHD
experience variations in brain activity to other children agrees
with the writer’s statement 'Children with ADHD have
significantly different brain activity to normal children.'
5. The question states that the symptoms of ADHD can
be cured while the reading passage states that it is possible
to 'manage' the symptoms. Here, 'manage' means to control;
so 'manage' and cured do not have the same meaning.
Therefore, the statement is False.
You should read to improve your vocabulary, but you should
also improve your vocabulary to read. You can do this by
recording synonyms for the new words you learn. For example:

New Part of Meanin Synonyms

word speech g

crucial adjective necessary essential

vital
fundamental
extremely
important

Summary
As you can see, your ability to identify synonyms is essential
when reading a passage and answering questions in the IELTS
Reading test. As we work through Parts 2-5 of this section,
remember to identify synonyms to help you answer the
questions.
Now that you have completed Part 1 of this section, you will be
able to use your understanding of synonyms to help you better
understand IELTS reading passages and answer questions.

Part 2: Noun and verb groups

Introduction
In the IELTS Reading test, an answer may require a group of
between 2 and 4 words. Therefore, you must be able to
determine which group of words in a sentence contain the
information you need to answer a question. To do this,
you need to be able to identify two main word groups; noun
groups and verb groups.

Outcomes
By the end of this part, you will be able to use your
understanding of :
  parts of speech
 noun groups
 verb groups
 pronouns
to help you better understand IELTS reading passages and
answer questions.

Noun and verb groups

Noun and verb groups are groups of words that give us further
information about the main noun or main verb in a sentence.
Let’s look at an example of this in the following sentence.

The space shut travel direc to the mo

tle led tly on

arti adject nou verb adve preposi arti nou

cle ive n (n) (v) rb tion cle n
(art (adj) (adv) (prep) (art (n)
) )

noun group verb group

We can see that noun and verb groups can include words such
as adjectives, adverbs, articles and prepositions. All of these
words give us extra information about the main noun or
verb and tell us the exact meaning of an idea.
First, let’s look at the noun group in this sentence. The
adjective space provides more information about the
noun shuttle. The article the indicates that the
noun shuttle is specific (i.e., a particular shuttle, and not just
any shuttle). In the Reading test, an answer involving ‘shuttle’
may require you to write the full noun group. For example:
Question: What went to the
moon?
Answer: The space shuttle.
Just a single word answer of shuttle might be marked
incorrect.
Note that if this question has a limit of two words, you would
not include the article (The) in your answer.
Now, let’s look at the verb group in this sentence. The
adverb directly provides more information about the
verb travelled. The prepositional phrase to the
moon indicates the place. In the Reading test, an answer
involving the action of ‘travel’ would require you to recognise
the verb group and use part of it to answer the question. For
example:
Question: Where did it
travel?
Answer: To the moon
Just a single word answer of moon might be marked incorrect.
If you would like to revise your basic knowledge of the different
parts of speech (eg, articles, adverbs, prepositions) that we will
use when talking about noun and verb groups, go to the Parts
of speech section below.
If you would like to go directly to learning more about noun
and verb groups, click here.

Parts of speech
Parts of speech include nouns, verbs, adverbs, adjectives,
prepositions and articles. They show the function of a word
(how it is used in the sentence). Let’s look at the parts of
speech in the following sentence. Roll your mouse over the
parts of speech to find out more about each one.
1. Sandra usually drinks strong coffee in the afternoon.

San usua drin strong coff in the aftern

dra lly ks ee oon

nou adve ver adject nou preposi arti noun

n (n) rb b ive n tion cle (n)
(adv (v) (adj) (n) (prep) (art
) )

verb group noun group

Activity - Identifying parts of speech

Identify the parts of speech in the following sentences by
selecting the correct answers from the drop down menus
below. The first word has been done for you.
1 Many people found the presentation on statistics
somewhat boring.
Many people found the presentat
ion

adj Select... Select... Select... Select...

on statisti somew boring

cs hat

Select... Select... Select... Select...

Many people found the presentati

on

adjective noun verb article noun

on statisti somewh borin

cs at g

prepositi noun adverb adjectiv

on e

2 The hairy dog jumped awkwardly over the fence.

The hairy dog jumped

Select... Select... Select... Select...

awkwardly over the fence

Select... Select... Select... Select...

The hairy dog jumped

 article adjective noun verb

awkwardly over the fence

adverb preposition article noun

Now that we have revised the different parts of speech, let’s

look at noun and verb groups.

Noun groups
A noun group is a group of words made up of a noun and
one or more other words that add information to that
noun. Your ability to identify noun groups will help you to locate
specific information and answer questions accurately in the
IELTS Reading test.
We will look at noun groups containing:
1. a prepositional phrase
2. an adjective
3. a qualifier
4. a quantifier
5. a noun (used as an adjective)
6. a relative clause
Read each of the following extracts from various IELTS reading
passages and answer the questions in the space provided. In
each extract, the noun group has been highlighted. Roll over
each noun group with your mouse to see the different parts.

1. Noun groups containing a prepositional phrase

The following sentence from an IELTS reading passage contains
a noun group with a prepositional phrase. Roll your mouse over
the noun group to see the different parts.
Surprisingly, results showed that employees with long-term
contracts were less likely to become union members.
In this noun group, the prepositional phrase with long-term
contracts indicates which employees are less likely to
become union members. Remember that prepositional phrases
always begin with a preposition such as: with, in, on, at, of,
for, etc.
Now let’s see how your understanding of this noun group helps
you to answer the following Summary Completion questions.
Read the extract again and answer the questions that follow.
Remember, you will need to locate the noun group in the
reading passage that has the same meaning as the noun
group used in the question. To do this, you will need to look
for synonyms.
Questions 1-2
Complete the summary by choosing your answers from the drop down
menu.
Research results from the preceding year indicated that the union was
Select...
less likely to attract 1 with contracts of a more 2
Select...
nature than those with less permanent work agreements.
Reading Passage
Surprisingly, results showed that employees with long-term
contracts were less likely to become union members.

Research results from the preceding year indicated that the union was
less likely to attract 1 workerswith contracts of a more 2 stable
nature than those with less permanent work agreements.
By recognising these noun groups with similar meaning, you
can answer the questions correctly.
Now that we have looked at nouns with prepositional phrases,
read the following example sentences. Roll your mouse over
the noun groups to see the different parts.
1. His knowledge in ancient Egyptian culture was
outstanding.
2. The farming of genetically modified crops received strong
protest.
3. The safety of the general public is a concern of the police .
Now let’s look at some other commonly used noun groups.
2. Noun groups containing an adjective
Read the following sentence from a reading passage. The noun
group containing an adjective is underlined. Roll your mouse
over the noun group to see the different parts.
Comprehensive testing procedures were devised to assess
students’ prior knowledge of IT before being accepted into the course.
In this noun group, the adjective prior means before and
describes the type of knowledge being assessed.
Now, let’s see how your understanding of this noun group helps
you to answer the following Multiple Choice question. Read the
extract again and answer the example IELTS question which
follows.

Reading Passage
Comprehensive testing procedures were devised to assess
students’ prior knowledge of IT before being accepted into the
course.

Question 1
Choose the correct letter A-C.
Detailed methods of assessment were designed to test students’
A attitude towards IT.
B previous understanding of IT.
C understanding of IT courses.

Other types of adjectives which can help you find specific

information include:
 comparative and superlative adjectives - bigger/biggest,
better/best, worse/worst, more/most, less/least
 sequential adjectives - first, second, next, last
 one-of-a-kind adjectives - unique, same, similar, other,
only
Let's practise identifying these types of adjectives in the
following activity.
 Activity - Noun groups containing adjectives

Read the following extract from an IELTS reading passage. Use your
knowledge of noun groups containing an adjective to help you answer
the questions that follow.
Reading Passage
Although Johnson was the first to study the positive effects that living
in isolated communities had on young children, his methods of
research were not entirely unique. Twenty years earlier, using similar
methods, Hildebrand attempted to show that children living in isolated
towns and villages suffered a higher level of depression than those
children within larger communities.

Questions 1 - 4
Does the statement agree with the information in the passage?
Choose:

if the statement agrees with the

TRUE
information

if the statement contradicts the

FALSE
information

NOT GIVEN if there is no information on this

1 Johnson was the only one to study the advantages for children living
in isolated communities.
TRUE
FALSE
NOT GIVEN
2 Hildebrand was the first to use these type of research methods.
TRUE
FALSE
NOT GIVEN
3 Johnson adopted similar research methods to those Hildebrand had
used.
TRUE
 FALSE
NOT GIVEN
4 Hildebrand wanted to prove that children living in isolated towns
and villages suffered from more depression than other children.
TRUE
FALSE
NOT GIVEN
1. The question says that Johnson was the only one to study
this particular subject. However, the passage says that Johnson
was 'the first' to study this particular subject. This implies that
other people studied the same subject at a later time.
Therefore, this statement is False.
2. The passage says that Hildebrand had used 'similar
methods' to Johnson twenty years earlier, but does not say
whether she was the first one to use these methods. Therefore,
this information is Not Given.
3. The passage says that Johnson’s research methods
were 'similar' to those Hildebrand had used earlier, which is
what the statement says. Therefore, the answer is True.
4. The question says that Hildebrand wanted to show that
children living in isolated towns and villages suffered
from more depression than other children. The passage says
that Hildebrand wanted 'to show that children living in isolated
towns and villages suffered a higher level of
depression' than other children. These two noun groups have
the same meaning. Therefore, the answer is True.

3. Noun groups containing a qualifier

Read the following extract from a reading passage. The noun
group containing a qualifier is underlined. Rollyour mouse over
the noun group to see the different parts.
Although the report indicated that speeding was a major cause of
fatalities of drivers and /or passengers, the main reasons for these
fatalities were driving under the influence of alcohol, followed closely
by failure to wear a seat belt.
In this noun group, the qualifier 'main' indicates the most
common reasons for driver and passenger fatalities. Other
examples of qualifiers include: most/least common, well-known,
best-known, least-known, chief, typical, atypical, usual.
Now, let’s see how your understanding of this noun group helps
you to answer the following Multiple Choice question.
Reading Passage
Although the report indicated that speeding was a major cause of
fatalities of drivers and /or passengers, the main reasons for these
fatalities were driving under the influence of alcohol followed closely
by failure to wear a seat belt.

Question 1
Choose the correct letter A-C.
The primary causes of driver and passenger deaths are
A speeding and drink driving.
B speeding and neglecting to wear a seat belt.
C drink driving and neglecting to wear a seat belt.

Now that we have looked at nouns with qualifiers, read the

following example sentences. Roll your mouse over the noun
groups to see the different parts.
1. One of the chief reasons for population aging is a
reduction in fertility rates.
2. The most common type of modern urban crime is house
invasions.
3. Heart disease and cancer are typical outcomes of a
lifelong smoking habit.
4. Noun groups containing a quantifier
Read the following extract from a reading passage. The noun
group containing a quantifier is underlined. Roll your mouse
over the noun group to see the different parts.
The Environmental Impact Statement of 1997 indicated that over half
of untouched wilderness in South America had been seriously
damaged.
This type of noun group uses quantifiers, which
indicate quantity. Below are other examples of quantifiers.
 Quantifier ... applied to a noun
in a sentence

None of the... ...immigrants are able

Almost none of to stay in their new
the... country permanently.
Only a few...
Some ...
Quite a few...
A large
number of ...
Many ...
The majority of
...
All...

Much of... ...the population today

A large are children of
proportion of... immigrants who applied
for permanent
residency after the war.
Note that some quantifiers contain the word of (eg, none of,
the majority of). However, be careful not to confuse these with
prepositional phrases, which also contain the
word of (eg, knowledge of IT).
Let’s see how your understanding of this noun group helps you
to answer the following True/ False/Not Given question.
Reading Passage
The Environmental impact statement of 1997 indicated that over half
of untouched wilderness in South America had been seriously
damaged.

Question 1
Does the statement agree with the information in the passage?
Choose:
if the statement agrees with the
TRUE
information
 FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

Almost 50% of South America’s natural forests have been harmed

beyond repair.
TRUE
FALSE
NOT GIVEN

Now that we have looked at nouns with quantifiers, read the

following example sentences. Roll your mouse over the noun
groups to see the different parts.
1. Only a few artefacts remain in the original location in
which they are found.
2. Many experts of Egyptian culture attended the
conference.
3. Much of the flood water was diverted to dams in the north.
5. Noun groups containing nouns used as adjectives
Read the following extract from a reading passage. The noun
group containing nouns used as adjectives is highlighted. Roll
your mouse over the noun group to see the different parts.
As a result, university entrance requirements were temporarily
relaxed in order to encourage larger student numbers.
In this noun group, the noun university and the
noun entrance are used as adjectives. They add more
information to the main noun requirements by indicating the
type of requirements that were relaxed.
Let’s see how your understanding of this noun group helps you
answer the following Yes/No/Not Given question.
Reading Passage
As a result, university entrance requirements were temporarily
relaxed in order to encourage larger student numbers.

Question 1
Does the following statement reflect the claim of the writer? Choose:

if the statement agrees with the

YES
information

if the statement contradicts the

NO
information

NOT GIVEN if there is no information on this

An increase in student numbers was achieved by altering the

requirements for university courses.
YES
NO
NOT GIVEN

Read the following example sentences. Roll your mouse over

the noun groups to see the different parts.
1. Many language learning institutions offer overseas
scholarships.
2. The flood water level reached its peak in the early hours of
the morning.
3. The disability funding scheme for pensioners was later
axed by the government.
6. Noun groups containing a relative clause
Read the following extract from a reading passage. The noun
group containing a relative clause is underlined. Roll your
mouse over the noun group to see the different parts.
Saint Clare’s high school, which also supports mentally disabled
students, is highly regarded by the community.
This noun group contains a relative clause. Relative clauses are
used to add information to the main clause and often
contain examples or specific detail.
Remember that all relative clauses begin with a relative
pronoun (who, whom, whose, which, that, what).
Let’s look at how your understanding of this noun group helps
you to answer the following Sentence Completion question.
Read the extract below and answer the question by typing the
words in the space provided.
Reading Passage
Saint Clare’s high school, which also supports mentally disabled
students, is highly regarded by the community.

Question 1
Complete the following sentence using NO MORE THAN TWO
WORDS.
A proportion of the students at Saint Clare’s high school
are
A proportion of the students at Saint Claire’s high school
are ...mentally disabled...
Feedback: In this noun group, the relative clause 'which also
supports mentally disabled students' gives extra
information about the high school.

Other examples of relative clauses

Read the following extract from an IELTS reading passage and use your mouse
to click on the noun groups containing relative clauses. Then answer the
questions that follow.
Reading Passage
In America during the 1940s and 1950s, farmers who exported their
produce were strongly encouraged by the government to use DDT and
artificial fertilisers to eliminate pests, enhance soil fertility and hence
increase crop yields. In the 1960s however, it became apparent that
the use of these chemicals in agriculture was causing serious damage
to soils, plant and animal life. As a result, chemicals which contained
DDT were banned in many countries, leading to a search for more
environmentally friendly fertilisers.

Questions 1-2
Do the following statements agree with the information in the
passage? Choose:

if the statement agrees with the

TRUE
information
 if the statement contradicts the
FALSE
information

NOT GIVEN if there is no information on this

1 During the mid 1900s, farmers throughout America were

encouraged to use chemicals to enhance crop yields.
TRUE
FALSE
NOT GIVEN
2 In the 1960s, the use of chemicals in agriculture was banned.
TRUE
FALSE
NOT GIVEN
1. The passage has the noun group 'farmers who exported
their produce'. The statement in this question has the noun
group farmers throughout America. This implies all farmers
throughout America rather than only those farmers who
exported their produce. Therefore, the answer is False.
2. The passage has the noun group 'chemicals containing
DDT were banned'. The statement has the noun
group chemicals in agriculture were banned. This implies
that all chemicals were banned. Therefore, the answer is False.

Reduced relative clauses

Reduced relative clauses have the same function as relative
clauses. They add information to the main clause and often
contain examples or very specific detail.
However, reduced relative clauses:
 do NOT use a relative pronoun
 use verb + ing
Let’s look at some examples of reduced relative clauses. In the
left column are the relative clauses we have just looked at. In
the right column are the same relative clauses, but they have
been reduced. The noun group has been highlighted.
Relative clause Reduced relative
clause
 Farmers who Farmers exporting
exported their their produce were
produce were strongly encouraged
strongly to use DDT.
encouraged to
use DDT.

Chemicals whic Chemicals containin

h contained g DDT were banned.
DDTwere
banned.
Look at the following sentences and use your mouse to roll over
the noun groups containing reduced relative clauses.
1. Organisations campaigning against nuclear testing require
ongoing support.
2. Scientific experiments causing harm to animals should be
banned.
3. The government has designed educational programs
discouraging young people from experimenting with illicit
or dangerous drugs.
Now that we have identified some different types of noun
groups, let’s practise using them to locate information in IELTS
reading passages and to answer questions correctly.

Activity 1 - Using noun groups

Look at the following extracts from some IELTS reading passages.

Answer the questions that follow each passage by:
 looking for the noun groups relevant to each question
 using the noun group to answer the question.
Type your answers in the space provided. When you have finished, check your
answers. The first one has been done for you as an example.
Computer crime
Computer crime is generally defined as any crime accomplished
through specialist computer knowledge. Computers have been used
for most kinds of crime, including fraud, theft, larceny, embezzlement,
burglary, sabotage, espionage, murder and forgery, since the first
cases were reported in 1958. One study of computer crimes
 established that most of them were committed by trusted business
employees who had frequent access to computers – persons with the
requisite skills, knowledge, access and resources. Much of known
computer crime has consisted of false data entry into computers,
which is simpler and safer than the complex process of writing a
program to change data already in the computer.

Question 1
Complete the following sentence using NO MORE THAN THREE
WORDS.
specialist computer know ledge
1 Computer crime usually requires a person to have
.
The answer is specialist computer knowledge. To answer this question, you
need to identify the entire noun group in the passage, that is, the nouns (used as
adjectives) and the main noun. Remember also that the word limit for this
question is three words.
If you do not identify and use the entire noun group, your answer is incorrect.
If your answer was:
 knowledge - this answer is insufficient (and therefore incorrect) because
it does not indicate what type of knowledge
 computer knowledge or specialist knowledge - these answers are
insufficient (and therefore incorrect) because they do not fully describe
the type of knowledge indicated in the reading passage.

Now you try!

Read the extract again and answer Questions 2 and 3. When you have finished,
check your answers.
Computer Crime
Computer crime is generally defined as any crime accomplished
through specialist computer knowledge. Computers have been used
for most kinds of crime, including fraud, theft, larceny, embezzlement,
burglary, sabotage, espionage, murder and forgery, since the first
cases were reported in 1958. One study of computer crimes
established that most of them were committed by trusted business
employees who had frequent access to computers – persons with the
requisite skills, knowledge, access and resources. Much of known
computer crime has consisted of false data entry into computers,
 which is simpler and safer than the complex process of writing a
program to change data already in the computer.

Questions 2-3
Complete the following sentences using NO MORE THAN THREE
WORDS for each answer.

2 Computer crime is often carried out by

2 The correct answer is trusted business employees. To answer this question,
you need to identify the entire noun group, that is, the adjective 'trusted',
the noun used as an adjective 'business', and the main noun 'employees'.
Note that the word limit for these questions is three words. If you do not
identify and use the entire noun group, then your answer is incorrect.
If your answer was:
 employees - this answer is insufficient (and therefore incorrect) because
it does not indicate which type of employees
 trusted employees or business employees - these answers are
insufficient (and therefore incorrect) because they do not fully describe
the kind of employees indicated in the reading passage.

3 Most computer crime consists of

3 The correct answer is false data entry. To answer this
question, you need to identify the entire noun group, that is,
the adjective 'false', the noun 'data' used as an adjective,
and the main noun 'entry'.
If you do not identify and use the entire noun group, then your
answer is incorrect.
If your answer was:
 data - this answer is insufficient (and therefore incorrect)
because it does not indicate what type of data.
 false entry or data entry - these answers are insufficient
(and therefore incorrect) because they do not fully
describe the kind of data indicated in the reading passage.

Activity 2 - Using noun groups

Read the next extract and answer the questions that follow.
Type your answers in the spaces provided. When you have
finished, check your answers.
Harnessing the Winds
Wind generated power, sometimes called aeolian power, offers many
advantages for an energy hungry society becoming increasingly
aware of the negative environmental impact of conventional energy-
generating systems. In contrast to oil-fired power stations in which the
majority of California’s electricity is produced, wind powered stations
have a minimal impact on the environment. They neither produce
carbon dioxide emissions, which add to the Greenhouse effect, nor do
they contribute to the phenomenon of acid rain, which kills the lakes
and forests where it falls.

Question 1-3
Complete the following sentences using NO MORE THAN FOUR
WORDS for each answer.
1 What type of energy is increasingly seen as environmentally
friendly?

1 The correct answer is wind generated power. To answer

this question, you need to identify the entire noun group, that
is, the noun 'wind', the adjective 'generated', and the main
noun 'power'. Note that the answer aeolian power is also
correct because the passage states that this as an alternative
name for 'wind generated power'.
Remember that if you do not identify and use the entire noun
group within the word limit, then your answer is incorrect.
For example, if your answer was:
 power - this answer is insufficient (and therefore
incorrect) because it does not indicate what type of
power)
 wind power or generated power - these answers are
insufficient (and therefore incorrect) because they do not
fully describe the kind of power indicated in the reading
passage.
2 What type of stations service most of California’s electrical needs?

2 The correct answer is oil-fired power stations. To answer

this question, you need to identify the entire noun group, that
is, the adjective 'oil-fired', the noun 'power', and the main
noun 'stations'. Note that if two words use a hyphen (e.g., oil-
fired), this counts as one word.
Remember that if you do not identify and use the entire noun
group within the word limit, then your answer is incorrect.
For example, if your answer was:
 stations - this answer is insufficient (and therefore
incorrect) because it does not indicate the type of station
 oil-fired stations or power stations - these answers are
insufficient (and therefore incorrect) because they do not
fully describe the kind of stations indicated in the reading
passage.

3 What DON’T wind-powered stations produce?

3 The correct answer is carbon dioxide emissions. To answer

this question, you need to identify the entire noun group, that
is, the noun 'carbon', the noun 'dioxide', and the main
noun 'emissions'.
Remember that if you do not identify and use the entire noun
group within the word limit, then your answer is incorrect.
For example, if your answer was:
 emissions - this answer is insufficient (and therefore
incorrect) because it does not indicate the type of
emissions
 carbon emissions or dioxide emissions - these
answers are insufficient (and therefore incorrect) because
they do not fully describe the kind of emissions indicated
in the reading passage.

Activity 3 - Using noun groups

Read the next extract and answer the YES/NO/NOT
GIVEN questions that follow.
Cats – Scoundrels or scapegoats?
Enormous numbers of native birds are killed by pet cats in gardens
every year. However, while this may sound alarming, ecologically
there is nothing wrong with it. Predation is a natural part of life as
birds are killed in forests too. The native birds killed by cats in
gardens are nearly all widespread, adaptable species and some of
them are probably more abundant now than they were before
European settlement.

Questions 1-3
Do the following statements reflect the claim of the writer? Choose:

if the statement agrees with the

YES
information

if the statement contradicts the

NO
information

NOT GIVEN if there is no information on this

1 The number of birds killed in forests is greater than those killed in

gardens.
YES
NO
NOT GIVEN
2 Pet cats are responsible for destroying numerous birds on an annual
basis.
YES
NO
NOT GIVEN
3 The population of most native garden birds has increased.
YES
NO
NOT GIVEN
1. The passage says 'Predation is a natural part of life and birds
are killed in forests too'. However, the passage does not
indicate that more birds are killed in forests than in gardens.
2. The passage says 'Enormous numbers of native birds are
killed by pet cats in gardens every year'. In this passage, the
quantifier in the noun group 'enormous numbers'means the
same as a numerous in the question.
3. The passage says 'some of them (native birds) are probably
more abundant than they were before European
settlement'. The quantifier 'some' in this noun group does not
have the same meaning as the quantifier most in the question.

Activity 4 - Using noun groups

Read the last extract and answer the questions that

follow. Type your answers in the spaces provided.
When you have finished, check your answers.
The Japanese tea ceremony
The Japanese tea ceremony, or cha-no-yu, is the ancient practice of
serving tea. Originating in China, this ceremony was first practised by
Buddhist monks who believed that tea had medicinal qualities. Today
in Japan, it is practised according to a strict ritual that defines the
manner in which tea is prepared and served. The ceremony takes
place in a special tea room, or cha-shitsu and some of the more
formal types of ceremonies can take over four hours.

Question 1-3
Complete the following sentences using NO MORE THAN THREE
WORDS for each answer.
1. The ceremony was originally practised because tea was believed to
possess...

1 The correct answer is medicinal qualities.

Remember, you need to include the full noun group, so the
answer qualities is not complete and therefore, incorrect.
Also, if you included an adjective with a different meaning that
doesn’t appear in the passage, such as important qualities
or special qualities, the answer would also be incorrect.

2. When performing the tea ceremony, the host follows a...

2 The correct answer is strict ritual.

Remember, you need to write the full noun group, so the
answer ritual is incomplete and therefore, incorrect.
Also, if you included an adjective with a different meaning that
doesn’t appear in the passage, such as special ritual
or particular ritual, the answer would also be incorrect.

3. Tea ceremonies of a particularly formal nature can last...

3 The correct answer is over four hours.

Remember, you need to write the full noun group, so the
answer four hours is inclomplete and therefore, incorrect.
Also, if you included a different adverb with the same meaning,
such as more than four hours, the answer might also be
marked incorrect if the expression is not in the passage.
Supplementary Activities
You can see now that identifying and understanding the
meaning of noun groups can help you to answer IELTS Reading
test questions. Let’s now look at how understanding verb
groups can also help you.

Verb groups
A verb group is made up of a verb and one or more other
words that add information to that verb. Your ability to
identify verb groups will help you to answer questions in the
IELTS Reading test more accurately.
We will look at verb groups containing:
 a noun
 an adverb
 an adverbial or prepositional phrase
 a modal verb.
Read the following passage, which uses these verb groups, and
complete the next activity. The verb groups have been
highlighted.
The local café is as popular in Poland as the local pub is in some
English-speaking countries. Even small towns and larger villages have
cafes, and these are well patronised as they are ideal spots to meet
friends and to rest during long walks. Cafes are often used to discuss
business, yet they also have the right atmosphere to entertain
friends or to simply gossip while enjoying an espresso coffee and a
piece of cake. And for retired people, to relax at a café and watch
other people may providebetter entertainment than television.
Let’s look at the verb groups in this paragraph more closely.
1. Verb groups containing a noun
Look at the following extracts from the passage you have just
read and notice the verb groups containing a noun that are
underlined. Roll your mouse over the verb groups to see the
different parts.
1. ...they are ideal spots to meet friends...
2. ...they also have the right atmosphere to entertain
friends...
3. ...(to) watch other people may provide better
entertainment than television
In the above examples, the verb group consists of a verb +
noun. Now let’s see how your understanding of this type of
verb group helps you to answer the following questions.
As you read the passage again, look at these verb groups and
use them to help you answer the Yes/No/Not Given questions.

Reading Passage
The local café is as popular in Poland as the local pub is in some
English-speaking countries. Even small towns and larger villages have
cafes, and these are well patronised as they are ideal spots to meet
friends and to rest during long walks. Cafes are often used to discuss
business, yet they also have the right atmosphere to entertain friends
or to simply gossip while enjoying an espresso coffee and a piece of
cake. And for retired people, to relax at a café and watch other people
may provide better entertainment than television.

Question 1-2
Do the following statements reflect the claim of the writer? Choose:

if the statement agrees with the

YES
information

if the statement contradicts the

NO
information

NOT GIVEN if there is no information on this

1 Cafes are a great place to spend time with friends.

YES
NO
NOT GIVEN
2 Elderly people like to sit in cafes because they prefer to chat to
people than watch television.
YES
NO
NOT GIVEN
2. Verb groups containing an adverb
Look at the extract from the reading passage and notice the
verb group containing an adverb that is underlined. Roll your
mouse over the verb group to see the different parts.
...Cafes are often used to discuss business...
In the above example, the verb group consists of the
adverb often which conveys a frequency (how often something
happens). Other commonly used adverbs of frequency
are always, usually, sometimes, occasionally, rarely,
hardly ever, never.
There are many other adverbs in English which describe how
something happens or is done, for example, quickly/slowly,
well/badly, quietly/loudly.
Now let’s see how your understanding of this verb group helps
you to answer IELTS questions. As you read the passage again
identify this verb group and use it to help you answer the
True/False/Not Given questions.

Reading Passage
The local café is as popular in Poland as the local pub is in some
English-speaking countries. Even small towns and larger villages have
cafes, and these are well patronised as they are ideal spots to meet
friends and to rest during long walks. Cafes are often used to discuss
business, yet they also have the right atmosphere to entertain friends
or to simply gossip while enjoying an espresso coffee and a piece of
cake. And for retired people, to relax at a café and watch other people
may provide better entertainment than television.

Question 1-2
Do the following statements reflect the claim of the writer? Choose:

if the statement agrees with the

TRUE
information

if the statement contradicts the

FALSE
information

NOT GIVEN if there is no information on this

1 Cafes are a common place to talk about business matters.

TRUE
FALSE
NOT GIVEN
2 Retired people rarely watch television.
TRUE
FALSE
NOT GIVEN
3. Verb groups containing a verb + an adverbial or
prepositional phrase
Look at the extract from the reading passage and notice the
verb groups containing an adverbial phrase or a prepositional
phrase that are highlighted.
...they are ideal spots to rest during long walks.
...simply gossip while enjoying an espresso coffee and a
piece of cake.
In the above examples, the verb groups indicate a time
period. They use the adverbs during and while. Therefore,
the phrase during long walks and while enjoying an
espresso coffee... are adverbial phrases.
while enjoying
gossip
an espresso

during long
to rest
walks

verb adverbial phrase

verb group

Common adverbs indicating time include: before, prior to,

throughout, after, while.
In the following example, the verb group indicates a place. It
uses the preposition at. Therefore, the phrase at a café is
a prepositional phrase.
...to relax at a café...
to relax at a cafe

prepositional
verb
phrase

verb group

Common prepositions indicating place include: in, on, at,

under, above, below, behind.
Below are other examples of verb + adverbial or
prepositional phrases. Read each sentence and roll your
mouse over the verb and the adverbial or prepositional
phrase in each verb group.
 1. If gas and water are present, the separation of these
substances must occur before refining can take place.
2. The separation procedure is carried out in a pressurised
separator vessel.
Now let’s see how your understanding of these verb groups
helps you to answer IELTS questions. As you read the passage
again, notice these verb groups and use them to help you
answer the Yes/No/Not Given questions.
Reading Passage
The local café is as popular in Poland as the local pub is in some
English-speaking countries. Even small towns and larger villages have
cafes, and these are well patronised as they are ideal spots to meet
friends and to rest during long walks. Cafes are often used to discuss
business, yet they also have the right atmosphere to entertain friends
or to simply gossip while enjoying an espresso coffee and a piece of
cake. And for retired people, to relax at a café and watch other people
may provide better entertainment than television.

Question 1
Does the following statement reflect the claim of the writer? Choose:

if the statement agrees with the

YES
information

if the statement contradicts the

NO
information

NOT GIVEN if there is no information on this

Cafes are a good place to relax at the end of a long walk.

YES
NO
NOT GIVEN
4. Verb groups containing a modal verb
Look at the extract from the reading passage and notice
the verb group containing a modal verb that is underlined.
Roll your mouse over the verb group to see the different parts.
...to relax at a café may provide better entertainment than
television.
In the above example, the verb group is made up of a modal
verb (may) + verb (provide). Modal verbs are often used to
indicate probability, ability, or convey the writer’s attitude and
include words such as might, must, would, will, should,
can and could.
Now let’s see how your understanding of this verb group helps
you to answer IELTS questions. As you read the passage again,
notice this modal verb group and use it to help you answer the
Yes/No/Not Given question.

Reading Passage
The local café is as popular in Poland as the local pub is in some
English-speaking countries. Even small towns and larger villages have
cafes, and these are well patronised as they are ideal spots to meet
friends and to rest during long walks. Cafes are often used to discuss
business, yet they also have the right atmosphere to entertain friends
or to simply gossip while enjoying an espresso coffee and a piece of
cake. And for retired people, to relax at a café and watch other people
may provide better entertainment than television.

Question 1
Does the following statement reflect the claim of the writer? Choose:

if the statement agrees with the

YES
information

if the statement contradicts the

NO
information

NOT GIVEN if there is no information on this

Retired people prefer to sit at a café than watch television.

YES
NO
NOT GIVEN

Now that we have looked at how identifying verb groups can

help you to answer questions accurately in the IELTS Reading
test, let’s practise this skill.
 Activity - Using verb groups

Read the IELTS reading passages below and answer the

questions that follow. Identify the verb groups in each
passage and use them to help you answer the questions.
Example 1
Answer the following True/False/Not Given questions.
The Separation of Gas and Oil
During the second stage, the water, oil and gas mixture forms three
layers. The heavier water sinks to the bottom, leaving the oil above it,
while the gas rises to the surface of the oil. The gas is then removed
from the vessel through an outlet channel located at the top of the
separator vessel. It is then either released into the atmosphere or, if
in sufficient quantities, may be recovered for commercial use. Water
is removed in the same way by an outlet channel placed at the
bottom of the vessel.

Questions 1-3
Do the following statements reflect the claim of the writer? Choose:

if the statement agrees with the

TRUE
information

if the statement contradicts the

FALSE
information

NOT GIVEN if there is no information on this

1 In the second part of the process, the mixture separates into three
layers
TRUE
FALSE
NOT GIVEN
2 The gas from the mixture is usually used for commercial purposes.
TRUE
FALSE
NOT GIVEN
3 Water is extracted through an outlet channel located at the bottom
of the separator vessel.
TRUE
FALSE
NOT GIVEN
1. The passage uses the verb '(the water, oil and gas
mixture) forms three layers'. The question uses the verb (the
mixture) separates into three layers. These verbs have the
same meaning.
2. The passage uses the verb group '(gas) may be
recovered for commercial use'. The question uses the verb
group (gas) is usually used for commercial purposes. This
meaning is not the same.
3. The passage uses the verb group '(water) is removed by an
outlet channel'. The question uses the verb group (water) is
extracted through an outlet channel. These verb groups have
the same meaning.

Example 2
Answer the following Multiple Choice questions.
Harnessing the Winds
Environmentalists are concerned about the visual impact wind
stations have on the landscape. In order to generate commercially
viable quantities of electricity, it is necessary to install a large number
of wind towers. Scientists also point out that although harnessing the
wind does offer a clean and renewable source of energy, it will not be
able to replace conventional fossil fuel or nuclear powered stations
due to a lack of current technology that would make such a system
efficient and reliable.

Questions 1-2
Choose the correct letter A-C.
1 A large number of wind towers would have to be installed in order to
A power commercial stations.
B produce sufficient electricity for the general population.
 C to create a visual impact.
2 Due to insufficient technology, wind power cannot
A substitute existing power sources.
B be renewed.
C be used for commercial businesses.
1. The passage uses the verb group 'to generate
commercially viable quantities of electricity'. The answer
uses the verb group to produce sufficient electricity for use
by the general population. These verb groups have the same
meaning.
2. The passage uses the verb group 'it will not be able to
replace conventional fossil fuel or nuclear powered stations'.
The answer uses the verb group wind power cannot
substitute existing power sources. These verb groups have
the same meaning.

Understanding pronouns
Understanding pronouns and pronoun referencing is
another skill that is essential to understanding passages of an
academic level in the IELTS Reading test. Let’s look at how you
can apply this skill when reading an IELTS passage to help you
to understand the connection of ideas in paragraphs and to
answer questions.
Pronouns such as they, these, them, it and this often refer
to a previous noun group or verb group within the sentence or
paragraph. During the Reading test, you need be able to
identify quickly which word or word groups a pronoun refers to
in order to understand the sentence and/or paragraph. Lets
look at an example of this in the following paragraph.
In this paragraph, we can see that each pronoun refers to a
previous word group (in this case, noun groups).
Activity - Understanding what pronouns refer to

Read the following example paragraph from an IELTS reading

passage. Look at the pronouns which are highlighted and identify the
noun, noun group, verb or verb group that each one refers to. Type your
answers in the spaces provided. When you have finished, check your answers.
The first one has been done for you as an example.
Taking notes during university lectures requires specific
skills. These A include identifying the main points the lecturer is
presenting, understanding the relationship between different ideas,
deciding on the relevance of information and understanding tasks. If
your notes are to be useful, they B should be clear and concise. When
you read them C again several months later, you have to be able to
make sense of them. D Some students try to write down everything in
a lecture. This E is not a useful technique: it F shows that they G have
failed to understand the purpose of the lecture.
specific skills
A these

B they

C them

D them

E this

F it

G they

B The correct answer is the noun group your notes.

C The correct answer is the noun group your notes.
D The correct answer is the noun group your notes.
E The correct answer is the verb group write down
everything.
F The correct answer is the noun group this technique.
G The correct answer is the noun group some students.

Summary
Now that you have completed Part 2 of this section, you will be
able to use your understanding of:
 parts of speech
 noun groups
 verb groups
 pronouns
to help you better understand IELTS reading passages and
answer questions.