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IELTS® Academic Reading Practice 68

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This reading practice simulates one part of the IELTS General Reading test. You should spend about twenty minutes on it. Read the passage and answer questions 14-26.

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When the London Millennium footbridge was opened in June 2000, it swayed alarmingly. This generated huge public interest and the bridge became known as London’s “wobbly bridge.” The Millennium Bridge is the first new bridge across the river Thames in London since Tower Bridge opened in 1894, ...
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Questions 14-17
Complete each sentence with the correct ending A-H from the box below.

Write the correct letter A-H in boxes 14-17 on your answer sheet.

NB You may use any letter more than once.

  1. engineers thought that large flags on the bridge were responsible
  2. people adjusted the way they walked
  3. the same phenomenon occurred
  4. the bridge began to move from side to side
  5. there was a strong possibility of collapse
  6. the phenomenon was described in literature
  7. walking along a specially designed structure
  8. the structure built up a strong up and down movement

14. When people started crossing

15. Because of the strong winds

16. When a body of troops crossed a bridge marching in step

17. Research into the phenomenon involved

The answer is (D). When people started crossing the bridge, the passage states: 'When they started to walk across with the band playing, there was immediately an unexpectedly pronounced lateral movement of the bridge deck.' (Paragraph 2). Thus, the bridge began to move from side to side when people started crossing.

Associated Text:
When they started to walk across with the band playing, there was immediately an unexpectedly pronounced lateral movement of the bridge deck.

The answer is (A). The passage says: 'Because there was a significant wind blowing on the opening days (force 3-4) and the bridge had been decorated with large flags, the engineers first thought that winds might be exerting excessive force on the many large flags and banners, but it was rapidly concluded that wind buffeting had not contributed significantly to vibration of the bridge.' (Paragraph 3). This shows that engineers originally suspected that large flags were responsible due to the wind.

Associated Text:
Because there was a significant wind blowing on the opening days (force 3-4) and the bridge had been decorated with large flags, the engineers first thought that winds might be exerting excessive force on the many large flags and banners, but it was rapidly concluded that wind buffeting had not contributed significantly to vibration of the bridge.

The answer is (C). The passage mentions: 'It is well known that a suspension bridge has tendency to sway when troops march over it in lockstep, which is why troops are required to break step when crossing such a bridge.' (Paragraph 4). This means the same phenomenon of swaying happened when troops crossed the bridge marching in step.

Associated Text:
It is well known that a suspension bridge has tendency to sway when troops march over it in lockstep, which is why troops are required to break step when crossing such a bridge.

The answer is (G). In Paragraph 6, it states: 'The tests at Imperial College involved persons walking along a specially built, 7.2m-long platform, which could be driven laterally at different frequencies and amplitudes.' So, research into the phenomenon involved people walking along a specially designed structure.

Associated Text:
The tests at Imperial College involved persons walking along a specially built, 7.2m-long platform, which could be driven laterally at different frequencies and amplitudes.

Questions 18-23
Complete the summary below.

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

Write your answers in 18-23 on your answer sheet.

In order to understand why the Millennium bridge swayed, engineers studied a tape of the opening ceremony and instigated a straight away. Engineers originally believed that the lateral movement was caused by the wind’s effect on the many large flying that day. However, later studies, based on how people walk on moving platforms, meant that a  was reached. The tests showed that people walking on a swaying surface tend to compensate by taking longer strides which increases the , this in turn makes the sway worse. A study by Professor Fujino Yozo found that vibration from people moving caused high in the sideways movement of the bridge. They would then change their , causing the structure to move even more.

The answer is research project. The passage states: 'Arup, the leading member of the committee in charge of the construction of the bridge, decided to tackle the issue head on. They immediately undertook a fast-track research project to seek the cause and the cure.' (Paragraph 3). Thus, they started a research project straight away.

Associated Text:
They immediately undertook a fast-track research project to seek the cause and the cure.

The answer is flags and banners. The passage reads: 'Because there was a significant wind blowing on the opening days (force 3-4) and the bridge had been decorated with large flags, the engineers first thought that winds might be exerting excessive force on the many large flags and banners...' (Paragraph 3). Therefore, the large flags and banners were believed at first to be responsible for the movement.

Associated Text:
...the engineers first thought that winds might be exerting excessive force on the many large flags and banners...

The answer is new theory (or new understanding). The passage says: 'But after measurements were made in university laboratories of the effects of people walking on swaying platforms and after large-scale experiments with crowds of pedestrians were conducted on the bridge itself, a new understanding and a new theory were both developed.' (Paragraph 3). Hence, a new theory or new understanding was reached.

Associated Text:
...a new understanding and a new theory were both developed.

The answer is lateral push. The text in Paragraph 4 notes: 'If we walk on a swaying surface we tend to compensate and stabilize ourselves by spreading our legs further apart, but this increases the lateral push.' This shows the tests indicated that increased stride increases the lateral push, worsening the sway.

Associated Text:
If we walk on a swaying surface we tend to compensate and stabilize ourselves by spreading our legs further apart, but this increases the lateral push.

The answer is dynamic vibration. Paragraph 5 explains: 'Professor Fujino Yozo of Tokyo University, who studied the earth-resistant Toda Bridge in Japan, believes the horizontal forces caused by walking, running or jumping could also in turn cause excessive dynamic vibration in the lateral direction in the bridge.' Therefore, the vibration was dynamic in the lateral (sideways) movement of the bridge.

Associated Text:
...the horizontal forces caused by walking, running or jumping could also in turn cause excessive dynamic vibration in the lateral direction in the bridge.

The answer is gait. Paragraph 5 states: 'He explains that as the structure began moving, pedestrians adjusted their gait to the same lateral rhythm as the bridge...' So, they changed their gait, causing more movement of the structure.

Associated Text:
...pedestrians adjusted their gait to the same lateral rhythm as the bridge...

Questions 24-26
Complete the table using the list of words, A-C, below.
  1. Imperial college
  2. Professor Fujino Yozo
  3. Pat Dallard
Said by Statements
The structure moves because of users changing their walk to fit the same sideways sway as the bridge. This helps exacerbate the movement even more.
Sideways movement becomes a problem when there is more lateral impact than the bridge can take.
The tests were found to have shortcomings in that insufficient steps could be measured and these did not duplicate the action of walking forward.

The answer is B. The correct person is 'Pat Dallard.' In Paragraph 4, it is stated: 'Pat Dallard, the engineer at Arup, says that you change the way you walk to match what the bridge is doing. It is an unconscious tendency for pedestrians to match their footsteps to the sway, thereby exacerbating it even more.'

Associated Text:
Pat Dallard, the engineer at Arup, says that you change the way you walk to match what the bridge is doing. It is an unconscious tendency for pedestrians to match their footsteps to the sway, thereby exacerbating it even more.

The answer is C. The statement about the sideways movement becoming a problem when there is more lateral impact than the bridge can take is a direct explanation from (Pat Dallard). Refer to: 'The problem is that when there are enough people on the bridge the total sideways push can overcome the bridge’s ability to absorb it. The movement becomes excessive and continues to increase until people begin to have difficulty in walking they may even have to hold on to the rails.' (Paragraph 4).

Associated Text:
The problem is that when there are enough people on the bridge the total sideways push can overcome the bridge’s ability to absorb it. The movement becomes excessive and continues to increase until people begin to have difficulty in walking they may even have to hold on to the rails.

The answer is A. The last question about the shortcomings of the tests is referred to 'Imperial College.' Paragraph 6 states: 'The tests at Imperial College involved persons walking along a specially built, 7.2m-long platform... These tests have their own limitations. While the Imperial College test platform was too short that only seven or eight steps could be measured at one time, the “walking on the spot” test did not accurately replicate forward walking, although many footsteps could be observed using this method. Neither test could investigate any influence of other people in a crowd on the behavior of the individual tested.'

Associated Text:
The tests at Imperial College involved persons walking along a specially built, 7.2m-long platform... These tests have their own limitations. While the Imperial College test platform was too short that only seven or eight steps could be measured at one time, the “walking on the spot” test did not accurately replicate forward walking, although many footsteps could be observed using this method. Neither test could investigate any influence of other people in a crowd on the behavior of the individual tested.

Answer Sheet
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2
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3
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4
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5
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6
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7
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8
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9
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10
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11
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12
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13
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14
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24
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26
27
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28
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29
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30
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31
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32
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33
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34
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35
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36
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37
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38
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39
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40
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Score Summary
0 / 1
Multiple Choice
Matching Sentence Endings
Note Completion
Table Completion
Flow Chart Completion
Summary Completion
Multiple Selection
Short Answer
Matching Headings
Matching Features
Matching Information
Identifying Information
Identifying Viewer Claims
Sentence Completion
Diagram Labelling
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Tips to improve your reading speed
To get a high score on the IELTS reading section, you need to have a fast reading speed. To have a fast reading speed, you need to improve your vocabulary and practice dissecting sentences. One strategy to dissect a sentence is to look for the subject and verb of the sentence. Finding the subject and verb will help you better understand the main idea of said sentence. Keep in mind, a common feature of a IELTS reading passage is to join strings of ideas to form long compound sentences. This produces large chunks that students have a hard time absorbing. Do not get overwhelmed by its length, just look for the subject and verb, the rest of the ideas will flow.

Keep in mind, having a slow reading speed makes skimming or scanning a reading passage more difficult. The process of quickly skimming through a reading passage for specific keywords or main ideas is a requirement for you to employ successful reading strategies to improve your IELTS reading score. In other words, skimming and scanning are critical skills to ensure you complete all questions in the allotted time frame.
IELTS Reading Strategies
Once you can read and comprehend a passage with a rate of, at least, 220 words per minute, you'll be ready to start implementing our strategies. All too often, students spend too much time reading the passages and not enough time answering the questions. Here is a step by step guide for tackling the reading section.

  1. Step 1: Read questions first

    One of the most common mistakes that candidates make when approaching the reading exam is reading every single word of the passages. Although you can practice for the exam by reading for pleasure, "reading blindly" (reading without any sense of what the questions will ask) will not do you any favors in the exam. Instead, it will hurt your chances for effectively managing your time and getting the best score.

    The main reason to read the questions first is because the type of question may determine what you read in the passage or how you read it. For example, some question types will call for the "skimming" technique, while others may call for the "scanning" technique.

    It is important to answer a set of questions that are of the same question type. You'll need to determine which question type you want to tackle first. A good strategy would be to start with the easier question type and move on to more difficult question types later. The Easiest question types are the ones where you spend less time reading. For example, the Matching Heading question type is an easier one because you only need to find the heading that best describes the main idea of a paragraph. An example of a difficult question type would be Identifying Information. For this question type, you'll need to read each paragraph to find out if each statement is TRUE, FALSE, or NOT GIVEN according to the passage.

    Here is a table that lists the difficulty levels for each question type. Use this table as a reference when choosing which question type you want to tackle first.

    Difficulty level Question Type
    Easy Sentence Completion
    Short answer
    Medium Matching Features
    Multiple choice
    Matching Headings
    Summary, Table, Flow-Chart Completion
    Difficult Matching Sentence Endings
    Matching Information
    Identifying Information (TRUE/FALSE/NOT GIVEN)
    Identifying Viewer's claims (YES/NO/NOT GIVEN)

  2. Step 2: Read for an objective

    After you've read the questions for the passage, you will be able to read for an objective. What does this mean? For example, if you come across a question that includes the year "1896", you can make a note of when this year comes up in the text, using it to answer the question later on. There are two reading techniques that will help you stay on track with reading for an objective. The first one, skimming, is best defined as reading fast in order to get the "gist", or general idea, or a passage. With this technique, you are not stopping for any unfamiliar words or looking for specific details. The second technique, scanning, is best defined as reading for specific information. With this technique, you are not reading for the overall gist, but rather, specific information. Notice how each of these techniques has a specific objective in mind. This will help you find information more quickly.

  3. Step 3: Take notes

    As you're reading for an objective, you should also be making notes on the margins of the passage, placing stars next to key information, or underlining things that you believe will help you answer the various questions. This will make it easier for you to check back when you are asked certain things in the questions. Choose whichever note-taking system is right for you - just make sure you do it!

  4. Step 4: Answer wisely

    After you've read the questions, read the passage, and have taken any appropriate notes, you you should have located the part of the text where you where you need to read carefully. Then just read carefully and think critically to determine the correct answer.

IELTS Reading Question Types

The IELTS reading test contains many different question types:

Matching HeadingsIELTS Reading Lesson: Matching Headings
Matching InformationIELTS Reading Lesson: Matching Information
Matching FeaturesIELTS Reading Lesson: Matching Features
Summary CompletionIELTS Reading Lesson: Summary Completion
Identifying InformationIELTS Reading Lesson: Identifying Information
Identifying Writer's claimsIELTS Reading Lesson: Identifying Writer's claims
Multiple ChoiceIELTS Reading Lesson: Multiple Choice
Short AnswerIELTS Reading Lesson: Short Answer
Match Sentence EndingIELTS Reading Lesson: Match Sentence Ending
Sentence CompletionIELTS Reading Lesson: Sentence Completion
Table CompletionIELTS Reading Lesson: Table Completion
 
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