Reading: Every Question Type

British & IGCSE › Oxford International GCSE English as a Second Language

The 9280 Reading paper uses three big families of questions: short open questions, multiple-choice questions (you write letters in boxes) and collation questions (you list several details). Inside these families there are about a dozen question types that come back in every series. This page shows each type with an original mini text, a model answer, the reason it is correct, a step-by-step method and the traps to avoid.

All question types at a glance

1. Find a detail (short open question)

Skill: R1 identify and select. What it looks like: A direct question with a question word: when, where, who, how much, how many, what. Usually [1 mark].

Mini text: Paragraph 2: 'The library's new study zone opens on 3rd March. It is free for members, but non-members pay £2 a day. Laptops can be borrowed from the front desk, although they must stay inside the building.'

Question: How much do non-members pay to use the study zone? [1 mark]

1. Underline the question word and the key noun (non-members, pay).
2. Go to the paragraph named in the question.
3. Scan for the key word or a synonym (non-members, pay).
4. Read the whole sentence around it; check it answers the exact question.
5. Write the shortest complete answer.

2. Single-answer multiple choice (detail)

Skill: R1, R2. What it looks like: A question with three options A, B, C. You write ONE letter in the box. [1 mark].

Mini text: 'I was going to fly to Aswan on Thursday, but the flight was cancelled, so we took the overnight train on Friday instead. Dad says the train is more comfortable anyway!'

Question: How did the writer travel to Aswan? A by plane on Thursday · B by train on Thursday · C by train on Friday

1. Read the question and answer it in your head first.
2. Find the place in the text and read to the END of the sentence; plans often change after 'but'.
3. Check each option: cross out the ones the text contradicts.
4. Write one capital letter clearly in the box.

3. Main point of a paragraph

Skill: R2 understand ideas. What it looks like: 'What is the main point of paragraph 3?' with three options. [1 mark].

Mini text: Paragraph 3: 'Our town's new cycle lanes have changed how people travel. Over 400 students now cycle to school. The air near the main road is cleaner, and local shops say more customers stop to buy things on their way home.'

Question: What is the main point of paragraph 3? A To describe how students get to school · B To explain the effects of the new cycle lanes · C To complain about pollution on the main road

1. Read the whole paragraph and ask: what is EVERY sentence about?
2. Say the main point in five words in your head ('the good results of cycle lanes').
3. Choose the option that covers the whole paragraph.
4. Reject options that match only one sentence or that change the writer's attitude.

4. Main purpose of the whole text / which statement best describes the text

Skill: R2 purpose. What it looks like: Usually the LAST question on each text: 'What is the main purpose of the email?' or 'Which statement best describes the whole article?' [1 mark].

Mini text: An email: Paragraph 1 thanks a friend's family for a lovely weekend at their farm. Paragraph 2 describes milking the cows and riding a horse for the first time. Paragraph 3 asks the friend to visit Cairo in the summer and stay with the writer's family.

Question: What is the main purpose of the email? A To describe life on a farm · B To thank the family and invite the friend to visit · C To ask for advice about horse riding

1. Answer this question last for each text.
2. Ask: why did the writer write this? Who is the reader? What does the writer want the reader to do or know?
3. Use purpose verbs: inform, advise, persuade, describe, explain, invite, thank, complain, entertain, tell about an experience.
4. Check that the option fits the beginning, middle AND end of the text.

5. Which two (or four) statements are correct?

Skill: R2, R3, R4. What it looks like: A list of statements (often A-D, A-H or more). You write the number of letters that matches the marks. [2-5 marks].

Mini text: Paragraph 4: 'The summer camp runs for two weeks in July. Campers aged 12 to 15 sleep in wooden cabins by the lake. Phones are collected on arrival and returned at the end of each week. Meals are cooked by a professional chef, but campers wash their own plates.'

Question: Which two statements are correct? A The camp lasts one week. · B Campers stay near water. · C Campers can use their phones every evening. · D Campers have some cleaning jobs. Write the correct letters in the boxes. [2 marks]

1. Count the boxes: two marks = two letters, no more.
2. Mark each statement T (true), F (false) or ? next to it, checking it against the text.
3. Look for paraphrase: the correct statements rarely use the same words as the text ('by the lake' becomes 'near water').
4. If you have more true statements than boxes, re-read: one of them must have a small wrong detail.

6. List / collation questions

Skill: R3 collate and present. What it looks like: 'List three things...' or 'Give two reasons...' with numbered lines. One mark per correct, different point. [2-5 marks].

Mini text: Paragraph 2: 'The new sports centre has something for everyone. There is an indoor pool with a slide for younger children, a climbing wall, and a gym with modern equipment. Parents can relax in the café, which also sells healthy snacks.'

Question: List three facilities at the sports centre. [3 marks]

1. Underline what you are collecting (facilities, reasons, problems, things the writer says about...).
2. Go through the paragraph and number each possible point in the margin.
3. Choose the clearest ones; write ONE point per line.
4. Use short phrases from the text; you do not need to change the words for list questions.
5. Check: are all points different? Do they all answer the question?

7. Good points and bad points (sorting into two lists)

Skill: R3, R4. What it looks like: In an opinion article you may be asked to list advantages and disadvantages, or the good and bad points the writer mentions. [several marks].

Mini text: 'Online classes saved me two hours of travel every day, and I could replay difficult lessons. On the other hand, I missed my friends, and staring at a screen for six hours gave me headaches.'

Question: List two good points and two bad points about online classes mentioned by the writer. [4 marks]

1. Draw two columns on the question paper: + and -.
2. Look for signal words: however, on the other hand, but, the downside is, another benefit is.
3. Put each point in the right column, then copy the clearest ones onto the answer lines.

8. Explain in your own words (word, phrase or sentence)

Skill: R2 vocabulary. What it looks like: 'In paragraph 3, the writer says, "...". Explain in your own words what this phrase means.' The marks show the number of ideas. [1-3 marks].

Mini text: 'After the storm, the fishermen's village was a hive of activity: people were repairing boats, mending nets and clearing the beach.'

Question: Explain in your own words what 'a hive of activity' means. [2 marks]

1. Count the marks: 2 marks = two ideas.
2. Split the phrase into its key parts (hive / activity).
3. Find a synonym or short explanation for each part. Use the sentences around it as clues.
4. Write a simple sentence that includes all parts. Do NOT reuse the same words.

9. Find phrases that show an idea

Skill: R3, R4. What it looks like: 'In paragraphs 2 and 3, find three phrases that show the writer was nervous.' You copy short phrases from the text. [2-4 marks].

Mini text: 'By the third day my legs felt like lead. I dragged myself up the last hill, stopping every few metres. That night I fell asleep before dinner, still wearing my boots.'

Question: List three phrases which show that the writer was exhausted. [3 marks]

1. Underline the idea you are looking for (exhausted).
2. Find every phrase that SHOWS it, even if the word 'tired' never appears.
3. Copy short phrases (3-8 words) exactly, one per line.
4. Choose phrases from the paragraphs named in the question only.

10. Inference: feelings and attitudes

Skill: R4 infer and deduce. What it looks like: 'How does the writer feel when...?', 'What does the writer's reaction suggest?' or an MCQ about feelings. The answer is suggested, not stated. [1-2 marks].

Mini text: 'When the results appeared on the screen, I read my name three times. Then I ran down the corridor, laughing, and nearly knocked over the head teacher.'

Question: How does the writer feel when she sees her results? Give one piece of evidence. [2 marks]

1. Look at actions, body language and descriptions: what someone does tells you what they feel.
2. Name the feeling with a precise adjective: relieved, nervous, proud, disappointed, amazed, frightened.
3. If asked, support it with a short quotation.
4. Check the feeling fits the whole moment, not one word.

11. 'Which ... is NOT mentioned?'

Skill: R1, R2. What it looks like: An MCQ with a negative: 'Which of these is not mentioned in the article?' [1 mark].

Mini text: 'At the festival, my aunt cooked stuffed vine leaves, my cousins hung lanterns in the street, and my grandfather told stories about the old days.'

Question: Which activity is not mentioned? A cooking food · B dancing · C telling stories

1. Circle the word NOT in the question.
2. Tick every option you find in the text.
3. The option without a tick is the answer.

12. Explain a title or a writer's comment

Skill: R2, R4. What it looks like: 'The article is called "...". Explain what the title means.' or 'Why does the writer say...?' [1-2 marks].

Mini text: Title: 'Small Steps, Big Changes'. The article describes students who each planted one tree a month; after five years their school had a small forest.

Question: Explain what the title means. [2 marks]

1. Split the title or comment into its parts.
2. Explain each part in simple words.
3. Link it to what happens in the text.

Question types you will NOT usually meet in this paper

The 9280 Reading paper is built from short open questions, multiple-choice questions and collation questions. Some popular exercise types from other exams are not part of this format, so do not waste revision time on them:

Practice: name the type and answer

Read the mini text, then answer each question. Try to name the question type before you look at the answer.

Mini text (paragraph 1): 'Last spring our class spent a week volunteering at a farm outside Fayoum. We planted olive trees, fed the goats and painted the farmer's fence. The work was hard and the sun was fierce, yet nobody complained. On the last evening, the farmer's wife cooked us a feast, and I realised I had not checked my phone for five whole days.'

1. Where was the farm? [1 mark]

   Show answer

   Outside Fayoum. (Type 1: find a detail.)

2. List three jobs the students did. [3 marks]

   Show answer

   1 planted olive trees 2 fed the goats 3 painted the (farmer's) fence. (Type 6: list.)

3. Explain in your own words 'the sun was fierce'. [2 marks]

   Show answer

   The sunshine was very strong/hot (fierce = extremely strong or powerful, sun = sunshine/heat). (Type 8.)

4. Which two statements are correct? A The students stayed for a month. B The work was easy. C The students did not complain. D The writer did not use his phone that week. [2 marks]

   Show answer

   C and D. A is wrong (a week). B is wrong (the work was hard). (Type 5.)

5. What does the last sentence suggest about the writer's experience? [1 mark]

   Show answer

   He was so busy/happy/involved that he forgot about his phone. He enjoyed the experience. (Type 10: inference.)

6. What is the main point of this paragraph? A To describe the farmer's family B To describe the students' week of volunteering C To complain about hard work in the sun

   Show answer

   B. A and C are only small details, and the writer does not complain. (Type 3.)