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IELTS® General Reading Practice 39

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This reading practice simulates one part of the IELTS Academic Reading test. You should spend about twenty minutes on it. Read the passage and answer questions 29-40.

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Within the world of pharmaceuticals, there are some significant issues within their design. These include drug packaging and patient information leaflets (PILS). Throughout the past several years, pharmacists have sent letters to medical journals criticizing the packaging designs as, “accidents w...
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Questions 29-33
Look at the following Statements (Questions 29-33) and The list of people or organization below.

Match each statement with the correct person or organization A-D

Write the correct number A-F in boxes Questions 29-33 on your answer sheet.

NB You may use any letter more than once.
The list of people or organization
  1. Richard Mawle
  2. The Children Accident Prevention Trust
  3. Thea Swayne
  4. Karel van der Waarde
  5. Roger Coleman
  6. Hugo Glover

29. Explains that the majority of child poisonings were due to the misapplication of medication

30. Is disparaging about the layout and ordering of important product information

31. Argues that packaging should be made to overcome difficult situations in which it may be used

32. Conducted research on how easy it is to read information on leaflets and packaging

33. Refers to serious medical errors arising due to poor labelling

The answer is B. The statement, 'Seven out of ten children who are hospitalized for potential poisoning were reported to have taken some kind of medicine, according to the Child Accident Prevention Trust.' (Paragraph 3), shows that the majority of child poisonings result from access to medicine. This evidence clearly indicates that The Children Accident Prevention Trust (B) is the correct match for this statement.

Associated Text:
Seven out of ten children who are hospitalized for potential poisoning were reported to have taken some kind of medicine, according to the Child Accident Prevention Trust.

The answer is A. The statement, 'There can be an awful lot of junk at the beginning of PILs. For example, why are company details listed towards the beginning of a leaflet when what might be more important for the patient is that the medicine should not be taken with alcohol?' (Paragraph 4), shows Richard Mawle's criticism regarding the layout and ordering of important product information in PILs. Therefore, the answer is A: Richard Mawle.

Associated Text:
“There can be an awful lot of junk at the beginning of PILs. For example, why are company details listed towards the beginning of a leaflet when what might be more important for the patient is that the medicine should not be taken with alcohol?”

The answer is C. In paragraph 2, it states, 'It is argued that packaging should be designed for moments such as these.' and 'Manufacturers are not aware of the complex situations into which products go. As designers, we are interested in not what is supposed to happen in [hospital] wards, but what happens in the real world,” Ms. Swayne commented.' This shows that Thea Swayne argues packaging should be made to overcome difficult situations. Therefore, the answer is C: Thea Swayne.

Associated Text:
It is argued that packaging should be designed for moments such as these. “Manufacturers are not aware of the complex situations into which products go. As designers, we are interested in not what is supposed to happen in [hospital] wards, but what happens in the real world,” Ms. Swayne commented.

The answer is D. The statement from paragraph 7, 'Dr. van der Waarde has performed readability studies on boxes and PILs for industry. A typical study involves showing a leaflet or package to a small group and asking them questions to test understanding.' directly matches the description in the question about conducting research on how easy it is to read information. Therefore, D: Karel van der Waarde is the correct answer.

Associated Text:
Dr. van der Waarde has performed readability studies on boxes and PILs for industry. A typical study involves showing a leaflet or package to a small group and asking them questions to test understanding.

The answer is C. The statement in paragraph 2, 'If a person's vein receives an injection intrathecally rather than to the spine is a prototypical example of the ways which badly designed packaging may be problematic, or even dangerous. Upon investigation, it was found that poor typescript was a contributing factor to these kinds of tragedies' refers to serious errors due to poor labeling, discussed by Thea Swayne. Thus, C: Thea Swayne is correct.

Associated Text:
If a person's vein receives an injection intrathecally rather than to the spine is a prototypical example of the ways which badly designed packaging may be problematic, or even dangerous. Upon investigation, it was found that poor typescript was a contributing factor to these kinds of tragedies.

Questions 34-36
Choose three letters A-F.

Write your answers in boxes 34-36 on your answer sheet.

Which three statements are correct regarding designs for over the counter medicines?
  1. commissioned by design agencies
  2. generic company designs
  3. tested on consumer groups
  4. attractiveness and ability to tell them apart are significant
  5. are created by an in-house team
  6. not much time spent on these designs

34

35

36

The answer is (A)(C)(D). According to paragraph 1, 'Meanwhile, over-the-counter medicine designs, which emphasize package attractiveness and recognizability, are usually created by hired agencies.' and 'After preparing a summary, marketing teams and designers will present several designs for companies to choose from, and finally, a select few will be tested on consumer groups.' Therefore, the three correct statements are: (A) commissioned by design agencies, (C) tested on consumer groups, and (D) attractiveness and ability to tell them apart are significant.

Associated Text:
Meanwhile, over-the-counter medicine designs, which emphasize package attractiveness and recognizability, are usually created by hired agencies. After preparing a summary, marketing teams and designers will present several designs for companies to choose from, and finally, a select few will be tested on consumer groups.

The answer is (A)(C)(D). Referencing paragraph 1, these three statements about over-the-counter medicine design are correct: (A) because they are created by agencies, (C) since they are tested on consumer groups, and (D) as the passage emphasizes attractiveness and recognizability as important features.

Associated Text:
Meanwhile, over-the-counter medicine designs, which emphasize package attractiveness and recognizability, are usually created by hired agencies. After preparing a summary, marketing teams and designers will present several designs for companies to choose from, and finally, a select few will be tested on consumer groups.

The answer is (A)(C)(D). Paragraph 1 highlights the involvement of agencies in commissioning, consumer testing, and the significance of attractiveness and identification for over-the-counter medicine packaging. Therefore, statements A, C, and D are correct.

Associated Text:
Meanwhile, over-the-counter medicine designs, which emphasize package attractiveness and recognizability, are usually created by hired agencies. After preparing a summary, marketing teams and designers will present several designs for companies to choose from, and finally, a select few will be tested on consumer groups.

Questions 37-40
Complete the summary below.

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

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

EU rules expect PILS to be easily read and simple to use. Therefore, pharmaceutical companies will need to begin to ensure that packaging is intelligible and simple to use. Results from this research will be used to change packaging designs and the materials used. When testing a new design, a group is usually shown the material to check whether it is easily understood. Changes are made using the results of this and finally, another group is consulted to ensure that there has been an , although this has been criticized as being done out of context. At a trade exhibition designs for several whose purpose is to help users, were previewed. Robert Coleman believes that design should be based on ease of use and not be just be , saying instead that it should be used to create a basic standard and provide new ideas.

The answer is conducting tests. In paragraph 7, it states, 'EU legislation requires PILs to reflect consultations with target patient groups to ensure they are legible, clear and easy to use. This implies that industry will have to start conducting tests.' This explains that companies will need to conduct tests to ensure the materials are easy to use and intelligible.

Associated Text:
EU legislation requires PILs to reflect consultations with target patient groups to ensure they are legible, clear and easy to use. This implies that industry will have to start conducting tests.

The answer is improvement. The relevant sentence from paragraph 7 says, 'A third group is used to show that any further changes made are an improvement.' This outlines the process of confirming enhancements in design changes using a third group.

Associated Text:
A third group is used to show that any further changes made are an improvement.

The answer is innovative objects. Paragraph 8 states, 'The RCA innovation exhibition this year revealed designs for a number of innovative objects.' This directly answers what was previewed at the trade exhibition.

Associated Text:
The RCA innovation exhibition this year revealed designs for a number of innovative objects.

The answer is mandatory. Paragraph 8 states, '“Information design for patient safety” is not intended to be mandatory. Rather, its purpose is to create a basic design standard and to stimulate innovation.' This shows that the design should not be merely mandatory, but should stimulate innovation and create standards.

Associated Text:
“Information design for patient safety” is not intended to be mandatory. Rather, its purpose is to create a basic design standard and to stimulate innovation.

Answer Sheet
1
N/A
2
N/A
3
N/A
4
N/A
5
N/A
6
N/A
7
N/A
8
N/A
9
N/A
10
N/A
11
N/A
12
N/A
13
N/A
14
N/A
15
N/A
16
N/A
17
N/A
18
N/A
19
N/A
20
N/A
21
N/A
22
N/A
23
N/A
24
N/A
25
N/A
26
N/A
27
N/A
28
N/A
29
30
31
32
33
34
35
36
37
38
39
40
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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