Ielts reading question-type based tests true false not given matching headings

Questions 1-3 
Complete the table below. 
Choose 
NO MORE THAN THREE WORDS 
from the passage for each answer. 
Tests conducted by 
Problems of the test 
Q1. ______________________________ 
Not enough data collection 
Q2. ______________________________
 
Not long enough 
Q3. ______________________________ 
Not like the real walking experience 

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Welcome to Mr Aslanov’s Lessons 
QUESTION-TYPE BASED TESTS 
FunEnglishwithme [phone] 
TEST 1 – Children’s Literature 
Stories and poems aimed at children have an exceedingly long
history:lullabies, for example, were 
sung in Roman times, and a few nursery
games and rhymes are almost as ancient. Yet so far as written-
down literature
is concerned, while there were stories in print before 1700 that children often
seized on 
when they had the chance, such as translations of Aesop’s fables,
fairy-stories and popular ballads and 
romances, these were not aimed at young
people in particular. Since the only genuinely child-oriented 
literature at this
time would have been a few instructional works to help with reading and
general 
knowledge, plus the odd Puritanical tract as an aid to morality, the only
course for keen child readers was to 
read adult literature. This still occurs
today, especially with adult thrillers or romances that include more 
exciting,
graphic detail than is normally found in the literature for younger readers.
By the middle of the 18th century there were enough eager child readers, and
enough parents glad to 
cater to this interest, for publishers to specialize in
children’s books whose first aim was pleasure rather than 
education or
morality. In Britain, a London merchant named Thomas Boreham produced
Cajanus, The 
Swedish Giant in 1742, while the more famous John Newbery
published A Little Pretty Pocket Book in 
1744. Its contents - rhymes, stories,
children’s games plus a free gift (‘A ball and a pincushion’) in many 
ways
anticipated the similar lucky-dip contents of children’s annuals this century. It
is a tribute to 
Newbery’s flair that he hit upon a winning formula quite so
quickly, to be pirated almost immediately in 
America.
Such pleasing levity was not to last. Influenced by Rousseau, whose Emile(1762) decreed that all 
books for children save Robinson Crusoe were a dangerous diversion, contemporary critics saw to it that 
children’s literature should be instructive and uplifting. Prominent among such voices was Mrs. Sarah 
Trimmer, whose magazine The Guardian of Education (1802) carried the first regular reviews of children’s 
books. It was she who condemned fairy-tales for their violence and general absurdity; her own stories, 
Fabulous Histories (1786) described talking animals who were always models of sense and decorum. 
So the moral story for children was always threatened from within, given the way children have of 
drawing out entertainment from the sternest moralist. But the greatest blow to the improving children’s book 
was to come from an unlikely source indeed: early 19th century interest in folklore. Both nursery rhymes, 
selected by James Orchard Halliwell for a folklore society in 1842, and collection of fairy-stories by the 
scholarly Grimm brothers, swiftly translated into English in 1823,soon rocket to popularity with the young, 
quickly leading to new editions, each one more child-centered than the last. From now on younger children 
could expect stories written for their particular interest and with the needs of their own limited experience of 
life kept well to the fore. 
What eventually determined the reading of older children was often not the availability of special 
children’s literature as such but access to books tha contained characters, such as young people or animals, 
with whom they could more easily empathize, or action, such as exploring or fighting, that made few 
demands on adult maturity or understanding. 
The final apotheosis of literary childhood as something to be protected from unpleasant reality came 
with the arrival in the late 1930s of child-centered best-sellers intend on entertainment at its most escapist. In 
Britain novelist such as Enid Blyton and Richmal Crompton described children who were always free to 
have the most unlikely adventures, secure in the knowledge that nothing bad could ever happen to them in 
the end. The fact that war broke out again during her books’ greatest popularity fails to register at all in the 
self-enclosed world inhabited by Enid Blyton’s young characters. Reaction against such dream-worlds was 
inevitable after World War II, coinciding with the growth of paperback sales, children’s libraries and a new 
spirit of moral and social concern. Urged on by committed publishers and progressive librarians, writers 
slowly began to explore new areas of interest while also shifting the settings of their plots from the middle-
class world to which their chiefly adult patrons had always previously belonged.

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