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MCCarter· & Ash

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lntelliGeoe
Published by ln1elliGene 2001
ISBN 095195824 0 l
Copyright Sam McCaner and Judith Ash.
The con1.ents of this book in no way reflect the views of the authors.
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No material from this publication 111ay be reproduced without the express permission of the authors. I
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Contents
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Reading Test 1 ... ' ............................................... " .................................................... 13

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Reading Test 2 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••........................ 23
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Reading Test 3 •••••••••••••• ............................................................................................ 3 3
l Reading Test 4 t t t I t It t t t t t t t t t I t I t I t I I t It f I t I If • I I f I I If It I I t I I t I t t t t t f I I II I I. I I I I I I I t I I It I t I I o I I f If I I I I I It 1 •t t I 1 1 t I .... 43

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I Reading Test 5 t t t t t t t t t t t t t t t t t t I I I t t • t • t t t It I I t I t •• • • • •• • • • • •. • . • •• •• • o• • • • ••• • ••• •• • • • • • • • • • •• •• • • • • f • I • • • e •• •• • ' • • e 53
Reading Test 6 ............................................................................................................... 6 3
I Reading Test 7 ...... .................................................................................................. 73
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Reading Test 8 .................................................................................................................. 83
Reading Test 9 • o • O •• • O • • O • • O • • O e • I •• •• o e • •t •• • • 0 • I •• • e • •• • •• • • ••• t • e e e • 0 • •• I• • • •. 0 • 0 ••. 0 • • • • •• • e • •. e • • •• I ••••• • • • • ••• • 93

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Reading Test 10 o • • •• •t t •• o • t t t t • • I• •• • o • • o o o o • t o o I • o o • • •• • o • •• • • o •• • 0 • o t O • • • • • o • • • • o • • • • •• I • t •• • •• • • • o •I•• • o •• • t • •• 103
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Key ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 115
l Appendix ........................................................ • • o o • • o o • o o • • o • • • • • • • o • I • • •• •• • • • • • • •• • o t •• • • o • t ••• • • ••• • • 146
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I C Sam McCarter & Judith Ash 3
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I ElTS Reading 1 ests
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Acknowledgements
The authors would like to thank the following colleagues and friends for their help and support during the writing and
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production of this publication:
Hilary Finch, Inna Shah and Roger To\.vnsend.
We would like to thank The British Library for permission to reproduce the extracts which appear in Reading Passage
1 in Test 7 and Reading Passage 1 in_Test 8.
All of the other articles in this publication were specially commissioned for this publication and we would like to thank
the following writers for their contributi'ons: I
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Beatrice Barne, Beata Bart, Anthony Brown, Dr Susan Beckerleg, Lis Bisranne, Margo Blythman, Samantha Carter,
Dr Charles Chandler, Sandra Chandra, Barry Deedes, Beryl Dunne, Doug Foot, John Goldfinch, Peter Hopes, Dr
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Stepan Kuznetzov, Ruth Midgley, Sarah Moore, James Nunn, Polly Rye, Professor Mike Riley, Wendy Riley, Micky
Silver, Dr Maureen Sorrel, Myrna Spatt, Dr Dave Tench, Areema Weake and Doug Young.
We would also like to thank the Cambridge Local Examinations Syndicate for perntission to reproauce the Reading
Answer Sheet in the Appen9ix.
We would also like to say a very special thank you to Drs Gill and Bruce Haddock for another sterling piece of work.
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About the Authors

Sam McCarter is a lecturer in academic and medical English at Southwark College, where he organises IELTS courses
for overseas doctors and other health personnel, and courses in medical English, including preparation for the OSCE
component of the PLAB. •
Sam McCarter is also the creator and organiser of the Nuffield Self-access Language Project for Overseas Doctors and
is a free-lance consultant in medicaJ English, specialising in tropical medicine.
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Sam McCarter is co-author of A book for IELTS, the author of a book on writing, ·BPP English for PLAB and
Nuffield Stress Tos1s for PLAB. He has also co-authored several other publications and edited a range of health
publications
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I Judith Ash is a former lecturer in academic and medical English at Southwark College. She now writes freelance and
is working on distance learning programmes for IELTS and a series of IELTS books.
I Judith Ash is co-author of A book for IELTS.
Future Publications by lntelliGene:
IntelliGene wiJI be publishing a s�ries of practice books for IELTS by Sam McCarter and Judith Ash. The next two
books in the series will be on writing and listening.
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_j IntelliGene will be publishing a major book on communication skills in medicine by Sam McCarter and a new book on
writing skil Is.
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IELTS Reading Tests

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Preface
This book is for -students preparing for the Reading Test in the Academic Module of the International English Language
Testing System (IELTS), which is administered by the British Council, the University of Crunbridge Local Examinations
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Syndicate (UCLES) and IELTS Australia.
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The book contains ten practice Reading Tests and a Key. Each Test contains three reading passages, which cover a
variety of topics and give lots of practice for the range of question types used in the IELTS exan1.
All the articles in this publication except for two were specially comn1issioned.
The book may be used as a supplement to A Book/or IELTS by McCarter, Easton & Ash, as a supplement to a course
book or for self-study.
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So that you may repeat the exercises in this. book, we would advise you to avoid marking the text I
Sam 1v1cCarter and Judith Ash
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October 2000
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6 © Sam Mccarter & Judith Ash •

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IELTS Reading Tests
The IELTS Academic Reading Module
-. The Reading Test in- the TELTS exam lasts for 60 minutes.
The test contains three reading passages, which may include pictures, graphs, tables or diagrams. The reading passages
are of different length, ranging from approximately 500 to 1.000 words. The total for the three passages is between
I ,500 and 2,500 words. Each reading passa ge bas several different types of questions, which may be printed either
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before or after the passage. Often the texts and lhe questions become more difficult as you read from Passage 1 to 3.
i � Reading Instructions
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You should always read the instructions for each section in the reading test. The word limit, for example, in a sentence
completion exercise may vary from exercise to exercise. In a heading matching exercise, you may be able to use
headings more than once. So be careful!
I Timing
Candidates often achieve a lower score 1han expected in this component of the IELTS exam, because they spe nd too
much time on some sections and do not finish the test. It is very important to attempt to finish the test. You will not have
time to read and enjoy the passages; instead, you should learn to work out ,vhat the question you are doing requires and
.i find each answer as quickly as possible.
For many students liming is a problem. They find it difficult to leave a question that they cannot aoswer. Th.is is
t understandable, but in the fELTS it is disastrous. While you are not answering a difficult question you could be answering
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two or three , or even more, easier ones. Then you can come back lo those you have left blank afterwards.
i o Topics •
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The reading passage topics vary, but are all of an ·academic nature. Candidates sometimes panic when they are faced
with a reading passage on a subject about which they know nothing at all. £t is important to remember that the answers I
to all of the questions are in the text itself. You do not need any knowledge of the topic to be able to answer the
questions. The test is designed to test your reading comprehension skills, not your knowledge of any particular subject.
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� Answer sheets
You must complete the answer sheet within 60 minutes. You will not have extra time to transfer your answers from the
question paper to your answer sheet. Candidates often think that, because they have time to transfer their answers in the
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listening section. the same thjng happens in the reading section. It does not.
•:, Question type
I You may have to answer any of the following question types:
Matching the two parts of split sentences

In this type of exercise, you are asked to match the two parts of split sentences. The main point here is that the •
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completed sentence summarises the information in the reading passage. The sentence will most likely be a paraphrase
of the text, so you will have to look for synonyms of the statement in the exercise.
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Make sure the grammar of the two parts fits.

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IELTS Reading Tests I

The completion of sentences, summaries, diagrams, tables, flow charts, notes l
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[n this type of exercise, you are asked to complete sentences or text by using a limited number of words taken from the
passage. Finding the answers is simply a matter of scanning o text for specific information. This type of question is
normally used to see if you can recognise particular points of information. Note the text in the exercise, as in the other
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question types, may be a paraphrase of the language in the reading passage. So you should not always be looking in the
passage for the same words in the stem of the sentence, but the idea expressed in another way.
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You should always check what the word limit is: it may be one, two, three or four words. Remember also to make sure
the words you choose fit the grammar of the sentences.
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Short answers to open questions
This type of exercise is very sin1ilar to the previous one. This is simply a matter of scanning the text for specific detail.
Again always check the word limit.
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Multiple Choice Questions

In Multiple Choice Questions or MCQs, you are asked to choose the correct answer from four alternatives ABCD.
Among the four alternatives ABCO, you will obviously have an alternative which is the cocrect answer. The other three
alternatives can contradict the information in the passage either by stating the opposite or by giving information which
although not the oppositt!, still conlradicts the original text. For example, the reading passage may state that there are
ten houses in a vil1age and an MCQ alternative may say twenty. The information is obviously not lhe opposite of what
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is io the text. It contradicts the originaJ text, because the information about the number is given, but it is noc the same.
h is interesting that studen� can usually see this clearly io MCQ type questions, but not when it comes to Yes/No/Noc
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Given statements. See below.
The alternatives can also give information which does not appear in the text or information that appears in the text, but
in a different context.
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Note that if two alternatives have the si:une n1eaning, but are expressed io different ways, neither will be the correct
answer.
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Different ways to approach MCQs 1
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exclude the alternatives which you chink are wrong so that you end up with only one possibility.
read the stem before you read the allematives and decide on che answer, i.e. if the stem gives you enough information.
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Then read the altemati ves and see if you can find one to match your own answer.
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O cover the alternatives with a piece of paper, so that you can see only the stem. Then. you can reveal the alternatives
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one by one. In this way, you will become less confused. Part of the problem with MCQs is the fact that you see all
the information at once and ii is difficult to isolate your thoughts, especially under pressure. • •
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• Yes/No/Not Given statements • •
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In Yes/No/Not Given exercises, you have to a n· aJyse the passage by stating,whelher the infonnation given in a series of
statements is c.orrect, contradictory, or if there is no information about the statement in the passage.
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Studen� find this type of question difficult. Here are some specific hints to help you:
' . � Read the whole statement carefully before you make a decision.
- Cll Look at the information in the whole statement, not part of it. For example, in the following,
the infonnation given
in the exercise statement is Yes as regards the text.
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Text: There was a rapid increase in 1notorbike sales;over the period./ •
Exercise:�otorbike sales rose over the period.
I Note that the text gives m?re information than is being asked about in the exercise. The exercise is just checking about
whether the 1notorbike sales increased.
� Make sure you use the question to analyse the text and not vice versa. Look at the following:
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Text: Motorbike sales rose over the period. ·
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Exercise: There was a 'rapid increase in motorbike sales.
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You can now see that the answer is Not Given. We <lo not know what the rate of increase was!
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Im Make sure you understand the three types of contradiction. Look at the following:
I Text: There was a rapid increase in motorbike sales over the period.
Exercise: Motorbike sales did Qot rise rapidly over the period.
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•• The answer here is obviously No. The contradiction in the negative is clear.
Now look at the following:
Text: There was a rapid increase in motorbike sales over the period.
Exercise: Motorbike sales rose slowly over the period.
-·. In thjs case you can see that the answer is No. The word slowly contradicts the word rapid. •
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, I There is, however, another type of contradiction, which students quite often confuse with Not Given.
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Text: Two types of earthworms were used to create a soil structure
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Exercise: There were three types of worm used in creating a soil structure.
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The answer is obviously No. The information about the number of wonns is given clearly in the text, but the
number in the exercise is different. Even though they are not opposites, they still contradict each other!
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Gap-tilling exercises
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I There are basically two types of gap-filling exercise:
a summary of the text or part of the text with a number of blank spaces, which you complete with a word or phrase
from a word list. r
- a summary with a number of blank spaces without a word list, which you complete with words or phrases from the
reading passage.
There a.re different techniques for doing this type of exercise and you may have some of your own which suit you very
well. One simple aid is to read the summary through quickly to get the overaU idea of the text. Then think of what kind
J of word you need for eacb blank space: an adjective. a noun. a verb, etc.
© Sam McCarter & Judith Ash 9

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IELTS Reading Tests •
Think of your own words that will cornplete the 01eaning of the lex.t if you can, so that when you look at the reading
passage or word list, you will be able to recognise a synonym quicker.
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Matching paragraph he�dings I

ln this type of exercise you are asked to n1atch a heading to a paragraph. Many students find this type of question
difficulL The following techniques 01ay help you: I
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O Avoid reading the first and last sentence of a paragraph to give you the heading. This does not work in many cases.
lt depends on the paragraph type. For further inforn,ation, see Exercises 1 -12 in A bookfor IElTS by Mccarter.
Easton & Ash.
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O Read each paragrnph very quickly, then look away from it brieny. Decide whot the main idea of the tex.t is. If you
try to read and decide at the san,e time. it only confuses you.
O Ask yourself why the writer wrote the paragraph. This may help you to exclude a heading which relates to minor
infor1nation, and which is intended to distract you.
O Ask yourself if you can put all the information in the paragraph under the heading you have chosen.
O Check whether the heading is made up of words which nre just lifted from the text. This may just be a distractor.
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O Learn to distinguish between the focus of the paragrnph nnd the subsidiary or background inforntation, which is
used to support lhe focus. Look at the following paragraph for example:
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It is a myth that creative people are born with their talents: gifts from God or nature. Creative
genius is, in fact, latent within many of us, without our realising. But how far do we need to
travel to find the path to creativity? For many people, a long way. In our everyday Jives, we
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have to perform many acts out of habit to survive, like opening the door, shaving, getting
dressed, walking to work, and so on. If this were not the case, we would, in all probability,
become mentally unhinged. So strongly ingrained are our habits, though this varies from person
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to person, that, sometimes, when a conscious effort is made to be creative, automatic response
takes over. We may try, for example, to walk to work following a different route, but end up on
our usual path. By then it is too late to go back and change our minds. Another day, perhaps.
The same applies to all other areas of our lives. When we are solving problems, for example,
we may seek different answers, but, often as not, find ourselves walking along the same well
trodden paths.
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The text in italics above is background or subsidi(lry inforniation. lf you ask yourself why the writer wrote the paragraph, l
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• you would not nnswer tbal he wrote it 10 Lalk about our daily habits or the habits we need to survive. He is using the
ex.ample of daily habits tu ill11stratc /i()�v they lilnil our creativity. So you can see that any heading for the paragraph
needs to combine lwo elements. namely: the limiting of creativity and the elements which set the Limits. Of the two
_ _uad_ed_ _b.::.
pieces of information the for�er is the morse import�l of �he �w?! Note that you s��b ,..,.�-d_no_t_b_e..:.pers �y_the_ _amo_ u_ nt
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of tex1 devoted to the habits.
• Try this approach with any paragraph you read. In the beginning, it will slow you down. However. gradually you will
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learn the relationship bet\veen the various pieces of infonnation. •
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• O Learn to recognise different types of paragraphs. When people are reading a text for the ftrSt time they think that
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they know nothing about it. However, you should approach a reading passage by saying to yourself that you are
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aware of the overnll structure of the article and you are probably aware of the organisation type of many, if not ·an,
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Although the name dinosaur is derived fron1 the Greek for ''terrible lizard", dinosaurs were not, in fact, lizards at
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all. Like lizards. dinosaurs are included in the class Reptilia, or reptiles, one of the five main classes of Vertebrata.
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animals with backbones. However. at the next level of classification, within reptiles, significant differences in
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JO © Sam McCntter&Judith Ash
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IELTS Reading Tests
the skeletal anatomy of lizards and dinosaurs have led scientists to place these groups of animals into two different
superorders: Lepidosaurin, or lepidosaurs, and Ar.chosauria, or o.rchosaurs.
Can you work out what type of paragraph this is? If this is the opening paragraph of a reading passage, what type of
article do you think it is going 10 be? Look at the words in bold: they should help you.
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t Here is another example:

Reflexology is a treatment which was introduced to the West about 100 years ago, although it wns practised in ancient
Egyp1, India and east Asia.-It involves gently focused pressul'e on the feet to both diagnose and treat illness. A 1·eflexologist
n1ny detect imbalances in the body on �n energetic level through detecting tiny crystals on the feet. Treating these
points can result in the release of blockages in other parts of .he body. It has been found to be an especially useful
.I treatment for sinus and upper respiratory tract conditions and poor lymphatic and cardiovascular circulation. Anecdotal
�vidence fron1 various practitioners suggests it can also be.effective in treating ,nigraine. honnonal hnbalaoces, digestive,
.I circulatory and back problems.
How many times have you read paragraphs similar co this one? You may not have read any paragraphs which have
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exactly the sanJe overall structure, but you will have read similur types.
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It is not the purpose of this publication to set out all the different types of paragraphs. You can, however, lean\ to
recognise different paragraph types yourself.
O Learn as much as you can about how the information in a paragraph is held together. When you are being taught
how to write an essay, this is what you are being taught to do. For more information see a book 011 111riling by Sam
I McCarrer and the reading exercises in A bookfor lELTS by McCarcer. Easton & Ash.
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Matching information to paragraphs

This type of exercise is a variation of the previous exercise type. The exercise asks you to decide why the writer wrote
• I the paragraphs. This. in effect, is part of the process of working out the heading for a paragraph! See above under
Matching paragraph headings.
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Reading Passage 1 •
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You should spend about 20 minutes on Questions 1-15, which are based on Reading Passage 1 below.
Questions 1-5
Reading Passage 1 below has 5 paragraphs (A-E). Which paragraph focuses on the information below? Write the
appropriate letters (A-E) in Boxes 1-5 on your answer sheet.
NB. Write only. ONE letter for each answer.
1. The way parameters in the 1nind help people to be creative
2. The need to learn rules in order to break them·

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3. How habits restrict us and li1nit creativity
4. I-low to train the mind to be creative
5. How the mind is trapped by the de�ire for order

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The creation myth
A. It is a myth that creative people are born with their talents: gifts from God or nature. Creative
genius is, in fact , latent within many of us, without our realising. But how far do we need to I
travel to find the path to creativity? For many people, a long way. In our everyday ,lives, we
have to perform many acts out. of habit to survive, like opening the door, shaving, getting
dressed, walking to work, and so on. If. this were not the case, we would, in all probability, I.
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become mentally unhinged. So strongly ingrained are our habits, though this varies from person
to person, that, sometimes, when a conscious effort is made to b� creative, automatic response
takes over. We may try , for example, to walk to work following a different route, but end up on
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our usual path. By then it is too late to go back and change our minds. Another day, perhaps.
The same applies to·all other areas of our lives. When we are solving problems, for example,
we may seek different answers, but, often as not, find ourselves walking along the same well
trodden paths.
B. So, for many people, their actions and behaviour are set in immovable blocks, their minds
clogged with the cholesterol of habiiual actions, preventing them from operating freely, and
thereby stifling creation. Unfortunately, mankind's very struggle for surviv.al has become a tyranny
- the obsessive desire to give order to the world is a case in point. Witness people's attitude to
•
time, social customs and the panoply of rules and regulations by which the human mind is now
circumscribed. . ,. •• • I
C.· The groundwork for keeping creative ability in check begins at school. School, later university
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• and then work teach us to regulate our lives, imposing a continuous process of restrictions,
which is i�creasin g exponentially with the advancement of technology. Is it surprising then that
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creative ability appears to be so rare? It is trapped in the prison that we have erected. Yet, even
here in this hostile environment, the foundatio ns for �reativity are being laid; because setting
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off on the creative path is also partly about using rules and regulatio,ns. Such limitations are
needed so that once they are learnt, they can be broken .
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14 © Sam McCarter & Judith Ash
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I ELTS Reading Tests

D. The truly creative mind is often seen as totally free and unfettered. But a better image is of a
mind, which can be free when it wants, and one that recognises that rules and regulations are
parameters, or barriers, to be raised and dropped again at will. An example of hov, the human
mind can be trained to be creative might help here. People's minds are just like tense muscles
that need to be freed up and the potential unlocked. One strategy is to erect artificial barriers or
hurdles in solving a problem. As a form of stimulation, the participants in the task can be
forbidden to use particular solutions or to follow certain lines of thought to solve a problem. In
this way they are obliged to explore unfamiliar territory, which may lead to some startling
discoveries. Unfortunately, the difficulty in this exercise, and with creation itself, is convincing
people that creation Is possible, shrouded as It is in so much myth ano legend. There is also an
element of fear involved, however subliminal, as deviating from the safety of one's own thought
patterns is very much akin to madness. But, open Pandora's box, and a whole new world
unfolds before your very eyes.
E. Lifting barriers into place also plays a major part in helping the mind to control ideas rather than
letting them collide at random. Parameters act as containers for ideas, and thus help the mind
to fix on them. When the mind is thinking . . from different areas of the
laterally, and two ideas
brain come or are brought together, they form a new idea, just like atoms floating around and
then forming a molecule. Once the idea has been formed, it needs to be contained or it will fly
away, so fleeting is its passage. The mind needs to hold it in place for a time so that it can
recognise it or call on it again. And then the parameters can act as channels along which the
ideas can flow, developing and expanding. When the mind has brought the Idea to fruition by
thinking it through to its final conclusion, the parameters can be brought down and the idea
allowed to float off and come in contact with other Ideas.
Questions 6-10
Choose the appropriate letters A-D and write tbe1n in Boxes 6-10 on your answer sheet.
6. According to the writer, creative people ... 9. Advancing technology ...
A are usually born with Lheir t11lents A holds creativity in check

B are born with their taJenlS B in1proves creativity
C are not born with their talents C enhances creativity
D are geniuses D is n tyranny
7. Accoxding to the writer. creativity is ... 10. According to the author, creativity ...
A a gift from God or nature A is common

B an automatic response B is increasingly common
C difficult for many people to achieve C is becoming rarer and rarer
D n well-uo<lden path D is a rare commodity
8. According to the wriler, ...
A the hun1an race's fight to live is becoming a tyranny

B the human brain is blocked with cholesterol
C the human race is now circu1nscribed by talents
D the human race's fight to survive stifles creative
ability
C Snm McCarter &: Judith Ash 15

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IELTS Reading Test�

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Questions 11-15 I
Do the statements below agree with the infonnation in Reading Passage 1?
In Boxes 11-15, write: I
Yes if the statement agrees with the infoonation in the passage
No if the statement contradicts the information in the passage
Not Given if there is no infonnation about the statement in the passage
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11. Rules and regulations are examples of parameters.
12. The truly creative mind is associated with the need for free speech and a totally free society.
13. One problem with creativity is that people think il is impossible.

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14. The act of creation is linked to madness.
15. Parameters help the mind by holding ideas and helping them to develop.
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IELTS Reading Tests
Reading Passage 2
You should spend ab'oul 20 minutes on Questions 16-30, which are based on Reading Passage 2 below.
LOCKED DOORS, OPEN ACCESS

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l The word, "security", has both positive and negative another again. Yet, how can groups work in teams
connotations. Most of us would say that we crave if the possibilities for communication are reduced?
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security for all its positive virtues, both physical and How can they work together if e-mail provides a
psychologicnl-its evocation of the safety of home, convenient electronic shield behind which the
of undying love, or of freedom from need. More blurring of public and private can be exploited by
negatively, the word nowadays conjures up image9 the less S£r.1,1pulous? If voice-mail walls up messages
I of that huge industry which has developed to protect
individuals and properly from invasion by
behind a password? If I can't leave a message on
my colleague's desk because his office is locked? ••
"outsiders". ostensibly malicious and intent on theft Team-work conceals the fact that another kind of I'
or wilful danlage. security, "job security", is almost always not on offer. •
Increasingly, because they are situated in urban areas Just as organizations now recognize three kinds of
of escalating crime, those buildings which used to physical resources: those they buy, those they lease
I allow free access to employees and other users

(buildings such as offices, schools, colleges or
hospitals) now do not. Entry areas which in another
long-term and those they rent short-term-so it is witl1
their human resources. Some employees have
permanent contracts, some have short-term
age were called "Reception" are now manned by contracts, and some are regarded simply as casual
security staff. Receptionists, whose task it was to Jabour.
receive visitors and to make thern welcome before Telecommunication systems offer us the direct line,
passing them on to the person they bad co1ne to see, which means that individuals can be contacted
have been replaced by those whose task it is to bar without the caller having to talk to anyone else.
entry to the unauthorized, the unwanted or the plain Voice-mail and tbe answer-phone mean that
unappealing. individuals can communicate without ever actually
Inside, these buildings are divided inlo "secure talking to one another. If we are unfortunate enough
zones" which often have all the trappings of to contact an organization with a sophisticated touch
combination Jocks and burglar alarms. These tone dialling system, we can buy things and pay for
• devices bar entry to the uninitiated, hinder them without ever speaking to a hu1nan being.
circulation, and create parameters of time and space To combat this closing in on ourselves we have the
for user access. Within the spaces created by these Internet, which opens out communication channels
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• • zones, individual rooms are themselves under lock more widely than anyone could possibly want or
and key, \.Vhich is a particular problen1 when it means need. An individual's electronic presence on tbe
that working space becomes compartmentalized. internet is known as the "Home Page"-suggesting
To combat the consequent difficulty of access to the safety and security of an electronic l)eaith. An·
j people at a physical level, we have now developed
technological access. Computers sit on every desk
elaborate system of 3-dimensional graphics
distinguishes this very 2-dimensional medium of
and are linked to one another, and in many cases to "web sites". The nomenclature itself creates the
I an external universe of other computers, so that

messages can be passed to and fro. Here too security
plays a part, since we must not be allowed access to
illusion of a geographical entity, that the person
sitting before the computer is travelling, when in
fact the "site" is coming to him. "Acidresses" of
messages destined for others. And so the password one kind or another move to the individual, rather
was invented. Now correspondence between than the individual moving between them, now that
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individuals goes from desk to desk and cannot be location is no longer geographical.
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accessed by colleagues. Library catalogues can be An example of this is the mobile phone. I am now
searched from one's desk. Papers can be delivered not available either at home o� at \.vork, but wherever
to, and received from, other people at the press of a 1 take my mobile phone. Yet, even now, we cannot
button. e.icape the security of wanting to "locate" the person
And yet it seems that, just as work is isolating at the other end. It is no coincidence that almost
individuals more and more, organizations are everyone \Ve see answering or initialing a mobile
recognizing the advantages of "team-work"; perhaps phone-call in public begins by saying where he or
in order to encourage employees to talk to one she is.
' C Sam McCarter & Judith Ash 17

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IELTS Reading Tests
Questions 16-19
Choose the appropriate letters A-D and write I.hem io Boxes 16-19 on your answer sheet.
16 According to the author, one thing we long for is ... •

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A the safety of the home •
B security
C open access
D positive yirtues I
17. Access to many buildings ...
A is unauthorised
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B is becoming more difficult
C is a cause of crime in many urban areas •
D used to be called 'Reception'
l8. Buildings used to permit access lO any users, ...

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A but now they do not
B and still do now
C especially offices and schools
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D especially in urban areas
19. Secure zones ...
A don't allov1 access to the user

B compartmenlalise the user I
Care often like traps
D are not accessible to everybody
Questions 20-27
Complete lhe text below, which is a summary of paragraphs 4 -6. Choose your answers from the Word List below and
write lhem in Boxes 20-27 on your answer sheet.
There are more words and phrases than spaces, so you will not be able to use them all. You may use any \YOrd or phrase •
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IELTS Reading Tests

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. Answer: physical
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Questions 28-30
Complete the sentences be1ow. Use NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in Boxes 28 - 30 on y our answer sheet.
28. The writer does not like ---------
29. An individual's I-Iome Page indicates their--------- on the lnlernet.

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30. Devices like mobile phones mean that location is ---------·
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C Sam McC4s1er &r. Judith Ash 19

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IELTS Re�dlng Tests
Reading Passage 3 1
You should spend about 20 minutes on Questions 31-40, ,vhich ure based on Reading Passage 3 below.
National Cuisine and Tourism

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To an extent. agriculture dictates that every country should have a set of specific foods which are native to
that counu·y. They may even be unique. However, even allowing for the power of agricultural science,
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advnnces in food distribution and changes in food econon1ics to alter the ethnocentric properties of food, it
is still possible for a country "to be fnn1ous for'� i=articular food even if it is widely available elsewhere. I
T/ie degree lo which cuisi,ze is e111bedded in 1tatio11al culture
Within tl1e sociology of food literature two then1es suggest that food is linked to social culture. The first
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relntcs food and eating to social relationships, (Finkelstein, Vissor, Wood), and the second establishes food
as a reflection of the distribution of power \.Vithin social structures, (Mennell). However, establishing n role
for food in personal relationships and social structures is not a sufficient argu1nent to place food at the centre
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of national culture. To do that it is necessary to prove a degree of cmbeddedness. It would be appropriate at
this point to consider the nnrure of culture. I
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Tl1e distinction n,ade by Piere� between n behavioural contingency and a cultural contingency is crucial to
our understanding of culture. Whilst n piece of behaviour n1ay take place very often, involve a network of
people and be reproducible by other networks who do not know each other, the meaning of the behaviour
does not go beyond the activity itself. A cultural practice, however, contains and represents 'meta
contingencjes' that is, behavioural practices that have a social meaning greater than the activity itself and \
which, by their nature reinforce the culture which houses them. Celebrating birthdays is� cultural practice
not because everybody does it but b�use it has a religious meaning. Contrast this with the practice in
Britain of celebrating 'Guy Fawkes Night'. It is essentially an excuse for n good time but if fireworks were
banned, the occasion \Vould gradually die away altogether or end up as cult to California. A smaller scale
I
example n1ight be more useful. In the British context, compare drinking in pubs with eating 'f1Sh and chips'.
Both are con:unon practices, yet the former reflects something of the socin.l fabric of the country, particularly
family, gender, class and age relationships whilst the latter is just a national habit. In other words, a constant,
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v;•ell populated pattern of behaviour is not necessarily cultural. However, it is also clear that a cultural
practice needs behavioural reinforcement. Social culture is nor immortal. I
Finkelstein argue.1: that 'dining out' is si111ply 'action whicl1 supports a surface life•. For him it is the word
'out' that disconnects food from culture. This view of culture and food places the 'home' as the culruraJ
centre. Continental European eating habits may contradict this notion by their general acceptance of eating
out as parl of fant.ily life. FoUowing the principle that cuJrure needs behavioural reinforcement, if everyone
'eats' out' on a regular basis, irrespective of social and economic differentiation, then this might constitute
behavioural support for cuisine being pat1 of socia.1 culture. That aside, the significance of a behavioural
practice being enlbedded in culture is that it naturally maintains an approved and accepted way of life and
therefore has a tendency. to resist change. I
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The thrust of the argument is that countries differ in the degree to which their food and eating habits have a
socinl aud cultural meaning beyond the behaviour itself. This argument, however, could be interpreted co
imply that the country with the greatest propoltion of meals taken outside the home would be the one in
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which the national cuisine is more embedded in social culture. This is n difficult position to maintain because
it would bring America, with its fast-food culture to the fore. The fast-food culture of America raises the
issue of whether there are qualitative criteria for the concept of cuisine. The key issue is not the ex.tent of the
• •
con11non behaviour but whether or not it has a function in maintaining social cohesion and is appreciated
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20 if) Snn, M<:Catler & Judl1b Ash
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IELTS Reading Tests
and valued through social norms. French cuisine and 'going down the pub' are strange bedfellows but
bedfellows nevertheless.
How honwgenous is national c1ti�ine?

Like language, cuisine is not a static entily and whilst its fundarnental character is unlikely to change in the
short run it may evolve in different direcLions. Just as in a language there are dialects so in a cuisine tpere are
variations. The two principal sources of diversity are the physical geography of the country and its social
diversity.
• J The geographical dimensions work through agriculture to particularise and to lin1it locally produced
ingredients. Ethnic diversity in the population works through the role of cuisine in social identity to create
l ethnically distinct cuisines which may not converge into a national cuisine. This raises the question of how
far a national cuisine is related to national borders. To an ethnic group their cuisine is national. The greater
rhe division of a society into classes, castes and status groups with their attendant ethnocentric properties, of
which cuisine is a pat1, then the greater will be the diversity of the cuisines.
However, there is a case for convergence. Both these principal sources of diversity are, to an extent, influenced
by the strength of their boundaries and the willingness of society to erode then1. It is a question of isolation
nnd integration. Efficient transport and the application of chemistry can alter agricultural boundaries to
make a wider range of foods available to a cuisine. Similarly, political and social integration can erode
ethnic boundaries However, all these arguments n1ean notl1ing if the cuisine is not embedded in social
culture. Riley argues that when a cuisine is not embedded in social culture it is susceptible to novelty and
invasion by other cuisines.
l Questions 31-36 •
Choose one phrase (A-K) from the List of phrases to complete each Key point below. Write the appropriate letters
(A-K) in Boxes 31-36 on your answer sheet.
The infonnation in the completed sentences should be an accurate summary of the points made by the writer.
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NB. There are more phrases (A-K) than sentences, so you will not need to use them all. You may use each phrase once
only.
.
Key points
!
31. The native foods of a country•...
I 32. The ethnocentric properties of food ...
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33. Celebrating birthdays ...
34. Cultural practice ...
35. Drinking in pubs in Britain ...

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• 36. The link between language and cuisine ...

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IELTS Reading Tests
List of phrases
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[
A. is a behavioural practice, not a cultui·al practice
B. arc unique
C. varies
D. ii; that both are diverse
E. is a reflection of the social fabric •
F. i::; a cultural practice
G. can be changed by economic and distribution factors
H. is fundamental
I. are not as common as behaviour
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J. needs to be reinforced by behaviour
K. are, to a certain extent, dictated by agriculture
Questions 37-40
Use the infor1nation in the text to n1atch the Authors (A-D) with the Findings (37-40) below. Write the appropriate
tellers (A-D) in Box.es 37 - 40 •on your answer sheet.
Authors
A Finkelstein
[
B Pierce
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c Mennen
D Riley
37. There is a difference between behaviour and cultural practice.
38. The connection between social culture and food must be strong if national cuisine is to survive intact.
39. Distribution of power in society is reflected in food .
40. The link between culture and eating outside the home is not strong.
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IELTS Reading Tests

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Reading Passage 1 I
You should spend about 20 minutes on Questions 1-14, which are based on Reading Passage l below.
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TEA TIMES
A. The chances are that you have already drunk a cup or glass of tea today. Perhaps, you are
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sipping one as you read this. Tea, now an everyday beverage in many parts of the world, has
over the centuries been an important part of rituals of hospitality both in the home and in wider
society.
B. Tea originated in China, and in Eastern Asia tea making and drinking ceremonies have been
popular for centuries. Tea was first shipped to North Western Europe by English and Dutch
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maritime traders in the sixteenth century. At about the same time, a land route from the Far
East, via Moscow, to Europe was opened up. Tea also figured in America's bid for independence
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from British rule-the Boston Tea Party.
C. As, over the last four hundred years, tea-leaves became available throughout much of Asia
and Europe, the ways in which tea was drunk changed. The Chinese considered the quality of
the leaves and the ways In which they were cured all important. People in other cultures added
new ingredients besides tea-leaves and hot water. They drank tea with milk, sugar, spices like
cinnamon and cardamom, and herbs such as mint or sage. The variations are endless. For
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example, in Western Sudan on the edge of the Sahara Desert, sesame oil is added to milky tea
on cold mornings. In England tea, unlike coffee, acquired a reputation as a therapeutic drink
that promoted health. Indeed, in European and Arab countries as well as in Persia and Russia,
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tea was praised for its restoratfve and health giving properties. One Dutch physician, Cornelius
Blankaart, advised that to maintain health a mini1T1um of eight to ten cups a day should be
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drunk, and that up to 50 to 100 daily cups could be consumed with safety.
D. While European coffee houses were frequented by men discussing politics and closing business I
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deals, respectable• middle-class women stayed at home and held tea parties. When the price
of tea felt in the nineteenth century poor people took up the drink with enthusiasm. Different
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grades and blends of tea were sold to suit every pocket.
E. Throughout the world today, few religious groups object to tea drinking. In Islamic cultures,
where drinking of alcohol is forbidden, tea and coffee consumption is an important part of
social life. However, Seventh-Day Adventists, recognising the beverage as a drug containing
the stimulant caffeine, frown upon the drinking of tea.
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F. Nomadic Bedouin are well known for traditions of hospitality in the desert. According to Middle
Eastern tradition, guests are served both tea and coffee from pots kept ready on the fires of
guest tents where men of the family and male visitors gather. Cups of 'bitter' cardamom coffee
and glasses of sugared tea should be constantly refilled by the host.
G. For over a thousand years, Arab traders have been bringing· Islamic culture. including ·tea
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drinking, to northern and western Africa. Techniques of tea preparation and the ceremonial
involved have been adapted. In West African countries, such as Senegal and The Gambia, it is
fashionable for young men to gather in small groups to brew Chinese 'gunpowder' tea. The tea •
is boiled wi�h large amounts of sugar for a long time.

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24 C So.m McCnrter & Judilh Ash
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IELTS Reading Tests
H. :ea drinkin? in 1.�?ia remains a� _impo�ant part o! daily life. There, tea made entirely with milk
1s popul�r. Chai 1s made by bo1h�g milk and add1 �g tea, sugar and some spices. This form of
tea making has crossed the Indian Ocean and 1s also popular in East Africa where tea is
considered best when it is either ver y milky or made with water only. Curiously, this 'milk or
water' formula has been carried over to the preparation of instant coffee, which is served in
cafes as either black, or sprinkled on a cup of hot milk.
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I. In Britain, coffee drinking, particularly in the informal atmosphere of coffee shops, is currently
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in vogue. Yet, the convention of afternoon tea lingers. At conferences, it remains common
t
! practice to serve· coffee in the morning and tea in the afternoon. Contemporary China, too,
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remains true to its long tradition. Delegates at conferences and seminars are served tea in
cups with lids to keep the infusion hot. The cups are topped up throughout the proceedings.
There are as yet no signs of coffee at such occasions.
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Questions 1-8
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Reading Passage l has 9 paragraphs (A-1). Choose the most suitable heading for each paragraph frorn the List of
1 headings below. Write the appropriate nun1bers (i-xiii) in Boxes 1-8 on your answer sheet.
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One of the headings has been done for you as an exarnple.
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NB. There are more headings than paragraphs, so you will not use all of them.
l. Paragraph A
2. Paragraph B
3. Paragraph C
Paragraph D
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4.
5. Paragraph E
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6. Paragraph G •
�] 7. Paragraph H
8. Paragraph I
List of headings
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I. Diverse drinking methods

..II !Jimited objections to drinking tea
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111 Today's continuing tradition - in Britain and China
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IV Tea - a beverage of hospitality
v Ao important addition - tea with milk
VJ Tea and alcohol
vii The everyday beverage in aJJ parts of the world

viii Tea on the move
1x African tea
x_ The fall in the cost of tea
xi T he value of tea
• xii Tea-drinking in Africa
}(iii Hospilality among the Bedouin
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IELTS Reading Tesh

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Questions 9-14 {
Complete the sentences below. Use NO MORE THAN THREE WORDS fron1 the passage to complete each blank
space.
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9. For centuries, both at home and in society, tea has had an imP.(>
, rtanc role in--------
lO. Falling tea prices in the nineteenth century meant that people could choose the ________ of tea they
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could afford.
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11. Because it ________ Seventh-Day·Adventists do not ap prove of.the drinking of tea.
12. In the desert, one group that is well known for its traditions of hospitality is the --------·
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13. In India,--------•• as \VC11 as tea, are added to boiling milk to make 'chai'.
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14. In Britain. while coffee is in fashion, afternoon tea is still n ------·
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IELTS Reading Tests
Reading Passage 2
........ You should spend oJ5out 20 minutes on Questions 15-29, which are based on Reading Passage 2 below.
Tyes and Greens
There are a number of settlements in this part of East Anglia with names containing the word •tye'.
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The word is Anglo-Saxon in origin, and the Oxford English Dictionary quotes the earliest usage of
• the term as dating from 832. Essentially a 'lye' wa� a green, or a small area of open common land,
usually sited away from the main village or settlement, perhaps at the junction of two or more
routes. Local people and passing travellers had the right to pasture their horses, pigs and other
I farm animals on the tye.
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In the Pebmarsh area there seem to have been five or six of these tyes, all, except one, at the
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margins of the parish. These marginal clearings are all away
- from the richer farming land close to
the river, and, in the case of Cooks Green, Hayles Tye, and Dorking Tye, close to the edge of still I
existing fragments of ancient woodland. It seems likely then that, here, as elsewhere in East I
Anglia, medieval freemen were allowed to clear a small part of the forest and create a smallholding.
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Such unproductive forest land would, in any case, have been u.nattractive to the wealthy baronial
or monastic landowners. Most of the la_nd around Pebmarsh village belonged to Earls Colne Priory,
I a wealthy monastery about 1O kilometres to the south, and it may be that by the 13th and 14th
centuries the lyes were maintained by tenant farmers paying rent to the Priory.
l Hayles Tye seems to have got its name from a certain John Hayle who is documented in the
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I 1380s, although there are records pointing to occupation of the site at a much earlier date. The
name was still in use in 1500, and crops up again throughout the 16'h and 17'h centuries, usually In
relation to the payment of taxes or tithes. At some point during the 181h century the name is changed
to File's Green, though no trace of an owner called File has been found. Also in the 181h century the
original dwellings on the site disappeared. Much of this region was economically depressed during
I this period and the land and its dwellings may simply have been abandoned. Several farms were
abandoned ln the neighbouring village of Alphamstone, and the population dwindled so much that
• • there was no money to support the fabric of the village church, which became very dilapidated.
However, another possibility is that the buildings at File's Green burnt down, fires being not infrequent
• at this time.
I By 1817 the land was in the ownership of Charles Townsend of Farriers Farm, and in 1821 he built
'I two brick cottages on the site, each cottage occupied by two families of agricultural labourers. The
structure of these cottages was very simple, just a two-storey rectangle divided in the centre by a
large common chimney piece. Each dwelling had its own fireplace, but the two families seem to
l•• have shared a brick bread-oven which jutted out from the rear of the cottage. The outer wall of the
bread-oven is still visible on the remaining cottage. The fireplaces themselves and the chlmney
structure appear to be older than the 1821 cottages and may have survived from the earlier dwellings.
All traces of the common land had long disappeared, and the two cottages stood on a small plot of
less than an acre where the labourers would have been able to grow a few vegetables and keep a
few chickens or a pig. The bulk of their time was spent working at Ferriers farm.
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Both cottages are clearly marked on maps of 1874, but by the end of the century one of them had
gone. Again, the last years of the 19th century were a period of agricultural depression, and a
I number of smaller farms in the area were abandoned. Traces of one, Mosse's Farm, still partly
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encircled by a very overgrown moat, may be seen less than a kilometre from File's Green. It
seems likely that, as the need for agricultural labour declined, one of the cottages fell into disuse,
e Sam McCarter & Judith A$h 27 I

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IELTS Reading Tests
decayed and was eventually pulled down. Occasional fragments of rubble and brick still surface in
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the garden of the remaining cottage.
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In 1933, this cottage was sold to the manager of the newly-opened gravel works to the north-west { •
of Pebmarsh village. He converted these two dwellings irito one. This, then, is the only remaining
habitation on the site, and is called File's Green Cottage.
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Questions 15-18
Choose the appropriate letters A-D and write them in Boxes 15-18 on your answer sheet.
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15. A tye was ...
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A agreen
B a large open area
C common land with trees
D found at the junction of two or more routes
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I 6. The Pebmarsh area ...
A probably had seven tyes

B probably bad six tyes
C appears to have had five or six tyes
D was not in East Anglia
17. The tyes in the Pebmarsh area were ...

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A near the river
n used by medieval freemen \
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C mostly at the margins of the parish
D owned by Earls Coloe Priory
18. Acco.rding to the writer, wealthy landowners ...
A did not find the sight of forest land attractive

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B found the sight of forest land attractive
C were attracted by the sight of forest land •
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D considered forest land unproductive
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IELTS Reading Tests
Questions 19-29
Complete the text below, which 'is a summary of par agraphs 3 - 6 in Readi ng Passage 2. Use NO MORE THAN
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THREE WORDS from the passage to fill each blank space.
Write your answers in Boxes 19 - 29 on your answer sheeL

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IELTS Reading Tests

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Reading Passage 3
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Haydn's late quartets
By the time he came to write the String Quartets published as Opus 76 and Opus 77, Haydn was undoubtedly . 1
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the most famous living cotµposer in the whole of Europe. He had recently returned from the highly successful
second visit to England, for which he had composed hls last six symphonies, culminating in the brilliant and
festive Drum.Roll Symphony (No. 103) and London Symphony (No.104). This is public music, full of high
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spirits, expansive gestures and orchestral surprises. Haydn knew how to please his audience. And in 1796,
following his return to Vienna, he began wodc on his largest and most famous choral wor� the oratorio, 'The
Creation'. In the succeeding years, till 1802, he was to write a series of other large scale religious choral
works, including several masses. The oratorios and masses were also public works, employing large forces
for dramatic effect, but warm and full Qf apparently
. . he
spontaneous religious feeling. Yet at the same time
composed these 8 quartets, in tenns of technical mastery and sheer musical invention the equal of the
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symphonies and choral works, but in their mood and emotion.al impact far removed, by turns introspective
and detached, or full of p�sionate intensity. l
Once again. as in the early 1770s when he appears co have been going through some kind of spiritual crisis,
1-Iaydn returned to the String Quartet as a means to accomplish a twofold aim: firstly to innovate musically
in a genre free from public performance requirements or religious convention; secondly to express personal
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emotions or philosophy in a musical fonn that is intimate yet capable of great subtlety and complexity of
• meaning. The resuJt is a series of quartets of astonishing structural, melodic, rhythmic and harmonic variety,
inhabiting a shifting emotional world, where tension underlies surface brilliance and calm gives way to
unease.
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The six quartets of Opus 76 differ widely in character. The opening movement of No. 2 is tense and dramatic,
while that of No 4 begins with the soaring long-breathed melody that has earned it the nic .kname of 'The
Sunrise'. The minuets too have moved a long way from the stately court dance of the mid-eighteenth century.
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The so-called 'Witches �nuet' of No. 2 is a strident canon, that of No. 6 is a fast one-in-a-bar movement
• anticipating the scherzos of Beethoven, while at the heart of No. 5 is a contrasting trio section which, far
from being the customary relaxed variant of the surrounding minuet, flings itself into frenetic action and is
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gone. The flflales are full of the energy and grace we associate with Haydn, but with far less conscious
humour and more det�chment than in earlier qua1tecs.
... is most innovative and most unsettling. Ia No. 1 the cello and the
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But it is in the �low movements that Haydn
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first violin embark on a series of brus.que dialogues. No.4 is a subdued meditation based on the hushed
opening chords. The slow movements of No.5 and No.6 are much looser in structure, the cello and viola
setting off on solitary episodes of melodic and ham1onic uncertainty. But there the similarity ends, for while
No.5 is enigmatic, arid predon1inantly dark in tone, the overlapping textures of its sister are full of light
filled intensity.
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The Opus 76 quartets were published in 1799, when I-Iaydn was well over 60 years old. Almost imm�diately {
he was commissioned to write another set by P�nce Lobkowitz, a wealthy patron, who was later to become
an important figure in Beethoven's Life. Two q_uartets only were completed and published as Opus 77 Nos I
& 2 in 1802. But these are not the works of an old man \vhose powers are fading. or who 'Simply consolidates
ground already covered. Once again Haydn innovates. The ·opening movement of Opus 77 No.2 is as
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IELTS Reading Tem
structurally complex and emotionally unsettling as anything he ever wrote, alternating between a laconic
opening theme and a tense and threatening counter theme which comes to dominate the whole movemenc.
Both quartets have fast scherzo-like 'minuets'. The slow movement of No.l is in traditional variation form,
• but stretches the form to the limit in order to accommodate widely contrasti ng textures and moods. The
finale of No.2 is swept along by a seemingly inexhaustible stream of energy and inventive�ess.
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In fact, Haydn began a third quartet in this set, but never finished it, and the two completed movements were
published in 1806 as Opus 103, bis last published work. He was over 70, and clearly lacked the strength to
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continue composition. The two existing movements are a slow movement followed by a minuet. The slow
I . movement has a quiet warmth, but it is the minuet that is remarkable. It is in true <;lance time, unlike the fast
quasi-scherzos of the earlier quartets. But what a dance! In a sombre D minor Haydn unfolds an angular,
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ruthless little dance of death. The central trio section holds out a moment of consolation, and then the dance
I returns, sweeping on relentlessly to the final sudden uprusb of sound. And then, after more than 40 years of
composition the master falls silent
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Questions 30-32
I Choose the appropriate letters A-D and write them in Boxes 3�32 on your answer sheet.
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30. Which one of the following statements is true?
A Haydn wrote the London Symphony in England
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B We do not know where Haydn wrote the London Symphony
C Haydn wrote the London Symphony in Vienna
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D Haydn wrote the Drum Roll Symphony in England
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I 31. Like symphonies l03 and 104, the oratorios and masses were ...
A written in the eighteenth century

' B for the public
_,I C as emotional as the quartets •
D full of religious feeling
l 32. The slring quartets in Opus 76 and Opus 77 were ...
l A the cause of a spiritual crisis

B intimate yet capable
C calm unease
D diverse
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IELTS Reading Tests

Questions 33-37
!
Complete the text below, which is a sum.1nary of paragraphs 3 and 4 in Reading Passage 3. Choose your answers from
the Word List below and write the1n in Boxes 33-37 on your answer sheet.
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There are more words and phrases lhan spaces, so you will not be able to use them all. You may use each word or phrase
only once.
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Questions 38-40
Do the statements below agree with the information in Reading Passage 3?
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In Boxes 38-40, write:
Yes if the statement agrees with the information in the passage

Not Given if there is no informat ion about the statement in the passage
38. Before the Opus 76 quartets were p�blished�

· Haydn had been commissioned to write more.
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... 39. The writer says that Opus' I 03 was flaydn's last published work. • •
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IELTS Reading Tests
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Reading Passage 1 I
You should spend about 20 1ninu1.es on Questions 1-14. which are based on Reading Passage 1 below.
The politics of pessimism There are several principles at play here. And
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Newspaper headlines and TV or radio news
both are rather simple: unsettle people and
then play on their fears; and second, people I
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bulletins would have us believe eJ[Q!l�Qu�ly must be given an opportunity to make a
that a new age has come upon us, the Age of
Cassandra. People are being assailed not just
with contemporary doom, or past gloom, but
contribution, however insignificant, in a given
situation; otherwise, they become dissatisfied, I ••
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not fearful or anxious.
with prophecies of disasters about to befall.
The dawn of the new millennium has now A similar ruse, at a local level, will further
passed; the earth is still intact, and the fin de illustrate how easily people's base fears are
siecle Jeremiahs have now gone off to exploited. A common practice is to give people
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configure a new date for the apocalypse. a number of options, say in a housing
development, ranging from no change to
It can, I believe, be said with some certainty radical transformation of an area. The aim is
that the doom-mongers will never run out of to persuade people to agree significant
business. Human nature has an inclination for modifications, which may involve disruption to
pessimism and anxiety, with each age having their lives, and possibly extra expenditure. The
its demagogues, foretelling doom or dragging individuals, fearful of the worst possible
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it in their wake. But what makes the modern outcome, plump for the middle course. And
age so different is that the catastrophes are this, incidentally, is invariably the option
more 'in your face'. Their assault on our senses favoured by the authorities. Every thing Is
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is relentless. Whether it be sub-conscious or achieved under the guise of market research.
not, this is a situation not lost on politicians. But it is obviously a blatant exercise in the
They play upon people's propensity for unease, manipulation of people's fears.
turning it into a very effective politicaI· tool.
Deluding the general public

Fear and survival l
All too often, when politicians want to change
Fear and anxieties about the future affect us
all. People are wracked with self-doubt and low I
r
the status quo, they take advantage of people's self-esteem. In tl:le struggle to exist and
fears of the unknown and their uncertainties advance in life, a seemingly endless string of
about the future. For example, details about a obstacles is encountered, so many, in fact, that
new policy may be leaked to the press. Of any accomplishment seems surprising. Even
course, the worst case scenario is presented when people do succeed, they are still nagged
In all its depressing detail. When the general by uncertainty.
public reacts in horror, the government appears
•
to cave In. And th�n accepting some of the
suggestions from their critics, ministers water
down their proposals. This allows the
Not surprisingly, feelings like doubt, fear,
anxiety and pessimism are usually associated
with failure. Yet, if properly harnessed, they are
•
I
government to get what it wants, while at the
t
the driving force behind success, the very •
•
same time Jooling the public Into believing that engines of genius. •
• they have got one over on the government. Or •
• even that they have some say In the making If things turn out well for a long time, there is a · •
•
of policy. •
further anxiety: that of constantly waiting for
something to go wrong. People then find
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IELTS Reading Tests

themselves propitiating the gods: not walking up now and again. And other would-be
on lines on the pavements, performing rituals prophets make a brief appearance, predicting
- before public performances, wearing particular
clothes and colours so that they can blame the
the demise of human kind. Perhaps, this is all
•
just a vestige of the hardships of early man
ritual not themselves when things go wrong. our attempt to recreate the struggles of a past
\ age, as lite becomes more and more
I But surely the real terror comes when success comfortable.
continues uninterrupted for such a long period •
of time that we forget what failure is like! Mankind cannot live by contentment alone. And
so, a world awash with anxieties and
We crave for and are fed a daily diet of anxiety. pessimism has been created. Being optimistic •
Horror films and disaster movies have an is a struggle. But survival dictates that mankind
increasing appeal. Nostradamus pops his head •
remain ever sanguine.
•
•
•
I
I Questions 1-5
'' Choose one phrase (A-K) fro1n the List of phrases to con,plete each Key point below. Write the appropriate letters
(A-K) in Boxes 1-5 on your answer sheet.
l TI1e info1mntion in the completed sentences should be an accurate surnn1ary of the points made by the writer.
NB. There ,u-e more phrases (A-K) than sentences. so you will not need to use them all. You may use each phrase once
I only.
I
• Key points List of phrases
I. Newspaper headlines and TV or radio news bulletins ... A are not us threatening as in the past
B cell the truth
J 2. Doom-tnongers are popular, because people ...

•
C blame lhem
D try to make us believe mistakenly thal we are in a
. 3. Today, catastrophes ... • new era
E calm people down
4. To politicians. people's inclination for fear ... F are uncertain about the future
•
G are less comfortable •
I 5. The govem1nent ... H are natural pessimists and worriers
•
J I ore more immediate

J get what they want by deceiving the public
K is something• they can make use of
•
r Questions 6-9
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•
Choose the appropriate letters A-D and write then, in Boxes 6-9 on your answer sheet.
I
l 6. The housiog development example sho,vs that people ...
{ A are not that easily deceived

. j D like market research
C lead their fears
D are easy to delude
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C S:11n McCnrter & Judith Ash 35 !
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IELTS Reading Tests

7. Which one of the following statements is true, according to I.he passage? I
l
A Market research uses people's fear:; for their own good
B People are scared by market research techniques
C Market .r¢Search techniques are used as a means of taking advantage of people's fears
D Markel research makes people happy •
8. The engines of genius are ...
A properly, harnessed
B I.he driving force behind success
l
C driven by feelings like fear
D usually associated with failure
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9. Continual success ...
A --·-
makes people an· ogant
1
B worries people
C does not have any negative effects on people
D increases people's self-esteem
Questions 10-14
I
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• Do the statements below agree with the information in Reading Passage 1?
I
No if the statement contradicts the infonnation in the passage
Not Given if there is no information about the statement in the passage
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10. The complex relationship between failure and success needs to be addressed carefully.
11. People perfonn certain rituals to try to avoid failure.
12. Anxiety in daily life is wha1 we want

•
13. The writer believes that Nostradamus and certain other prophets are right about their predictions for I.he end of the
human race.
• •
14. Mankind needs lo be pessimistic to survive. •

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• • • • •
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• • • • •
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O Sam McC .arter & Judith Ash
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IELTS Reading Tests
Reading Passage 2
You should spend a�out 20 mi�utes on Qu�tions 15-28, which are based on Reading Passage 2 below.
Caveat scriptor!
Let the would-be writer beware! Anyone foolhardy enough to embark on a career as a writer-whether it be
an academic treatise, a novel, or even an article-should first read this! •
•
.I People think that writin� as a profession is glamorous; that it is just about sitting down and churning out :
I
words on a page, or more likely these days on a computer-screen. If only it were! So what exactly does I
I
writing a book entail? Being a writer is about managing a galaxy of contradictory feelings: elation, despair,
hope, frustration, satisfaction and depression-and not all separately! Of course, it also involves carrying out
detailed research: first to establish whether there is a market for the planned publication, and second into the
I content of the book. Sometimes., however, instinct talces the place of market research and the contents are
dictated not by plans and exhaustive research, but by experience and knowledge.
Once the publication bas been embarked upon, there is a long period of turmoil as the text takes shape. A
first draft is rarely the fmal text of the book. Nearly all books are the result of countless hours of altering and
re-ordering chunks of text and deleting the embarrassing bits. While some people might think that with new
technology the checking and editing process is speeded up, the experienced writer would hardly agree.
I I Unfortunately, advanced technology now allows the writer the lux.ury of countless editings; a temptation
many of us find hard to resist. So a passage, endlessly re-worked may end up nothing remotely like the
original. and completely out of place when compared with the rest of the text.
. l After the trauma of self-editing and looking for howlers, it is time to show the text to other people, friends
perhaps. for appraisal. At this stage, it is not wise to send it off to a literary agent or direct to publishers, as
it may need further fme-tuning of which the author is unaware. Once an agent has been approached and bas
rejected a draft publication, it is difficult to go and ask for the re-vamped text to be considered again. It also
helps, at this stage, to offer a synopsis of the book, if it is a novel, or an outline if it is a textbook. This acts
, I
I as a guide for tbe author, and a general reference for friends and later for agents.
• I
• ••
Although it is tempting to send the draft to every possible agent at one time, it is probably unwise. Some
agents may reject the publication out of hand, but others may proffer some invaluable advice, for example
about content or the direction to be taken. Hints like this may be of use in finally being given a conu·act by
an agent or publisher.
I
The lucky few taken on by publishers or agents, then have their books subjected to a number of readers,
•
whose job it is to .vet a book: deciding whether it is worth publishing and whether the text as it stands is
acceptable or not. After a book has finally been accepted by a publisher, one of the greatest difficulties for
the writer lies in taking on board the publisher's alterations to the text. Whilst the overall story and thrust of
the book may be acceptable, it will probably have to conform LO un in·house style, as regards language,
I
spelling, or punctuation, etc. More seriously, the integrity of the text may be challenged, and this may
require radical re-drafting which is unpalatable to the author. A book's creation period is complex and
unnerving, but the publisher's reworkings and text amputations can also be a tortuous process.
J
• For many writers, the most painful period comes when the text has been accepted, and tl1e writer is waiting
for it to be put together for the printer. By this stage, it is riot uncommon for the writer to be thoroughly sick
of the text.
'
Abandon writing? Nonsense. Once smitten, it is not easy to escape the compulsion to create and write,
•
despite the roller-coaster ride of contradictory emotions .
•
37
. - © Sam McCaner & Judith Ash
-· • .. .. --- . -
IELTS Reading Tests f
Questions 15-22 l
Complete the cex.t below, which is a summary of the passage . Choose your answers from the Word List below and
write them in Boxes 15-22 on your answer sheet.
{
There are more words and phrases than spaces, so you will not be able co use them all. You may use each word or phrase
only once.
• r -- r .-. =� - rr .- n •w r a - n
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{
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Word List
editing process beware readers
fLrSl draft glamour a literary agent
alterations professio� publisher
challenges
research
wr1ung
• •
publishing
dictating
summary I
ups and downs
Questions 23 and 24
roller-coaster
r·.
Choose the appropriate letters A-0 and write them in Boxes 23 and 24 on your answer sheet
23. lo the planning stages of a book,

f
• •
• • ••
•
A instinct can replace market research
•
B market research can replace instinct

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•
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market. research js essential

•
C
• •
instinct frequently replaces market research

.'
D
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•
•
' •.. • • • •
• • •' •
• •
•' • •
• • •
•
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•
•
38 •
C Sam McC-nrter & Judith Ash
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24. The problem with the use of advanced technology in editing is that ...
A it becomes different frorri the original •

B it is unfortunate
C it is a huury
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• D many writers cannot resist changing the text again and again
Questions 25-28
!
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Complete the sentences below. Use NO MORE THAN THREE WORDS from the passage to complete each blank
I
space.
25. Once a text is finished, the writer needs to gel the----- of other people.
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26. Some agents may reject the draft of a book, while others may offer----·
27. Apart from the need for a draft to conform to an in-house style, a publisher's changes to a text may
include -----
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28. The publisher's alterations to a book are difficult for a writer, as is the _____ as the book grows.
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C Snm McCartcr & Judith Ash 39

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IELTS Reading Tens

Reading Passage 3
You should spend about 20 minutes on Questions 29-40. which are based on Reading Passage 3 below.
I
Leisure time
A. A raft of forecasrs has been made in recent
decades, predicting the deciine in the number
a'lone have seen the leisure business expand by
25% with� a change in emphasis to short
domestic week-end breaks, and long-haul short
1
of working hours coupled with a consequent
increase i,n leisure time. It was estimated that
the leisure revolution would take place by the
breaks co exotic destinations in place of long
holidays. In the future, it is expected that people
will jump from one leisure activity to another
l
turn of the last century with hours devoted to
work falling to 25-30 per week. This reduction
in comple)(eS catering for everyone's needs with
gyms. cinemas, cafes, restaurants, bars and l
I
has failed to materialise, but the revolution ha,;, internet facilities all under one roof. The leisure
nonetheless, anived. complexes of today will expand to house all
B. Over the past 30 to 40 years, spending on leisure the leisure facilities required for the leisure age.
has witnessed a strong increase. According to F. Other factors fueling demand for leisure
the annual family expenditure survey published activities are rising prosperity, inci:easing
in l 999 by Lhe Office for National Statistics, longevity and a more active elderly population.
I
the average household in the United Kingdom Hence, at cbe forefront of leisure spending are
spent more on leisure than food, housing and not just the young or the professional classes.
transport for the very first time. And the trend The 1999 family expenditure survey showed
l
is also set to continue upwards well into the that the 64 to 75 year-old group spend a higher
present century. proportion of their income on leisure than any
C. T he survey, based on a sample of 6,500 other age group. The strength of the • grey
households showed, that the days are long gone
when the average fnmlly struggled to buy basic
foods. As recently as 1960, family spending on
pound' now means that elderly people are able
to con1mand more respect and, thus, attention
in the leisure market.
I
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•
food was approximately one third compared to G. And the future? It is anticipated that, in the years
17% now. Twelve years later, there was a to come, leisure spending will account for
noticeable shift towards leisure with the between a third co a half of all household
percentage of household spending on leisure
increasing to 9%, and that on food declining to
spending, Whilst it is .difficult to give exact
figures, the leisure industry will certainly
experience a long period of sustained growth.
.I
26%.
D. The average household income in the UK in
1999 was £460 per week before tax, and
Workjng hours are not expected to decrease,
partly because the 24-hour society will need co i-
I
average spending was £352.20. Of the latter be serviced; and secondly, because more people
sum, £59.70 was spent on.leisure and £58.90 will be needed to keep the service/leisure
on food. On holidays alone, family expenditure industries running.
l
was 6%, while in 1969 the proportion spent on H. In the con1ing decades, the pace of·change will
holidays was just ;2%. And whereas the richest accelerate, generating g,eater wealth at a faster
• 10% lashed out 20% of their income in 1999 rate than even before. Surveys show that this is • •
l
on leisure, the poorest spent 12%. already happening in many pruts of Europe. The
E. Among the professional and managerial classes, south-east of England. for example, is now
:
•
.. . working .hours have increased and, overall in supposedly the richest area in the EEC. The
I
•
•
the economy, record numbers of people are in 'leisure pound' is one of the driving forces
• • employment.As people work n1ore,the appetite behind this surge. But, sadly, it does not look
for leisure activities has grown to compensate as if we will have the long leisure hours that
I
•
for the greater stress in life. The past 5 years we had all been promised.
•
•
40 • © Sam McCarter & Judith Ash

•
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IELTS Reading Tests

•
Questions 29-35
---
' Reading Passage 3 has 8 paragraphs (A-H). Choose the most suitable heading f or each paragraph from the List of
headings below. Write the appropriate nun1bers (i-xiv) in Boxes 29 -35 on your answer sheet.
One of the headings has been done for you as an example.
. ·,
You 111:1y use any heading more than once.
\ NB. There are more headings than paragraphs. so you will not use all of them.
I
29. Paragraph A
!
30. Paragraph B
31. Paragraph C
l 32. Paragraph E
33. Paragraph F
34. Paragraph G
35. Paragraph H
List of headings
. l
l
i. Leisure spending goes up strongly
ii Decreasing unemployment
!
J• 1.11 FaJse forecasts
iv Spending trends-leisure v food
v More affordable food
VI Leisure as an answer to stress
..
Vil Looking forward
viii The leisure revolution-working hours reduced to 25
i
ix Tbe 'grey pound' soars
•
Rising expenditure
XI The elderly leisure market·
I xjj National Statisticians
xu1 Work, stress, and leisure all on the up
xiv Money yes, leisure tiine no
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O S:im McCurtcr & Judith Ash 41 •
• Telegram - @officialieltsreality
"' . . .. __ . -....._
. ·� •
.._
IELTS Reading Tests
Questions 36-40
•
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1
No if the statement conlrlldicts the information in the passage •
Not Given if I.here is no infonnatjon about the statement in the passage
I
36. At the turn of the last century, weekly work hours dropped to 25.
37. Spending on leisure bas gone up over the past three decades.
38. Long holidays have taken the place of long-hauJ short breaks.
• l
39. In future, people will pay less for the leisure facilities they use than they do today. l
40. The 24·hour society will have a negative effect on people's attitudes to work.
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, •
•
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•
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• • • •
•
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42 •
C Sam McCarter &. Judilh Ash
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IELTS Reading Tests
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O Sam McCnner & Judith Ash 43

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Reading Passage 1
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You should spend about 20 minutes oo Questions 1-14. >,vhich are based on Reading Pa<,snge l below.
In or out?
British further education colleges did not traditionnlly have any concerns about student drop-out, because
the origins of the sector ..vere in vocational apprenticeship rraining for employers where the apprentices
could not drop out without endangering their job. In the 70s, U1is sector began to expand into n1ore general
education courses, which were seen both as an alter11ative LO school for J 6-L8 year-olds and a second chance
for adults. The philosophy was rnainly liberal witb student" regarded as adults who should no1 be heavily
-l
monitored, but rather free to make cheir own decisions; it was not unconunon to hear academic staff argue
that attendance at classes was purely voluntary. I
In the 80s, with an increased consciousnes� of equal opportunitie�. the focus of the furlher educalion colleges
moved to v.•idening participation, encouraging in10 colleges students from previously under-represented
groups, particularly from ethnic minorities. This, in tum, led co a curriculurn which was n1ore representative
I
of the new student body. For example, there were initiatives to ensure the incorporation of literature by black
\VJiters into A-leveJ literature courses; history syllabuses were altered to n1ove beyond a purely Eurocenuic .}
l
vie\v of the world; and ge9graphy syllabuses began co look at the politics of n1aps.
A turning point cru11c in t 991 with the publication of a report on completion rates by the government inspection
body for education, Her Majesty's lnspectorale for England and Wales, (Ht-.11 1991 ). However, 1his report
was based on acadetnic staff's explanations of why students had left. It suggested Lhat the vast n1ajority left
\
either for personal reasons or because they bad found employD1ent <.1nd tat h only lOo/o left for reasons that
could io any way be actribuled to the college.
Meanwhile, Britain had been going through Lhe Thatcheri1e revolution and, in parallel 10 the Reagan politics
of the US, n key principle wa$ the need Lo reduce taxation drastically. At this point (and to a large extent
still), further and higher education colleges were ahnost encirely funded fron1 the-pnblic purse. There had \
been n1any cuts in this funding chrough the 80s, bu! no one had really looked at value for money. However,
in the early 90s, the Audit Commission with Office of Standards in Education (OFSTED) (the new version
of HMT) turned the spotlight onto further education :.u1d published a sen1inal report, Unfinishecl Business
(Audit Commission and OFSTED 1993). which showed that drop-out was happening on a significant scale
and, crucially given the poUtics of the tin1e, attributed .i cost lO the stale of £500 million, arguing that this
was a waste of public (i.e. Laxpayers') money. To quote Yorke ( 1999), non-con1pletion became political.
·I
The Audit Com1nission report coincided with government moves to privacise the functions of the state as
n1uch as possible: and with the decision to ren1ove furtl1er education from the control of local government
and give it a quasi-dependent status, where colleges were governed by independent boards of governors
•
bidding to the state for funding t<> run educational provision. As part of this. a ne'.v series of principles for •
•
funding and bidding were developed (FEFC l994) which incorporated severe financial penalties for student
\
•
• drop-oat. In essence, the system is 1hal almost all the state funding is attached to the individual student.
I
There is funding for initial advice and guidance, on-course delivery and sltldent achievement but if the
, student drops out, the college loses that funding hnmediately, so that loss of students in che first term leads •
••
to an immediate loss of college funding for the other tv.10 tern1s ..Not surprisingly, this focused the concern of
1
•
colleges immediately and sharply on the need to improve student retention rates ..
•
•
Recently, therefore, there has been considerable effort to iinprove retention but, as Martinez (1995) pointed
!
•
out, there was no body of research on which to base strategies.An additional complexity was that colleges
•'
44 •
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© Sam McCone< & Judith Ash
•
--- -· - ... .- -- •
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IELTS Reading Tests
had been slow to con1puterise their student data and most colleges were in the position of not knowing wbat
�heir retention rates were or any patterns involved. Where data did exist it was held separately by either
adntlnistrative or academic staff with poor comJnunication between these groups. Colleges, however, jumped
r into a number of strategies based largely on experience. instinct and comn1on sense and publication of these
began. (Martinez 1996; Martinez 1997; Kenw1ight 1996; Kenwright J 997)
The main strategies tried are outlined in the literature as sumn1arised by Martinez (1996). These include
sorting activities around entry to ensure 'best fit', supporting activities including chi Jd care, financial support
and enrich1nent/lean1er �upport. connecting activities to strengthen the relationship between the college and
the student, including mentoring and tutorials and activities to transform the student, including raising of
expectations and study/career development support and tutoring.
• l
•
Questions 1-3
Use the iofonnation in the text to match the each of lhe years listed (1-3) with one of the Key events in the development
of further education (i-vii). Write the appropriate letter in Boxes 1-3 on your answer sheet. Note that there are more
items listed under the Key events than years, so you will not use all of them.
I
l
Years •
.i
I. 1991
2. 1993
3. 1994
I
Key events in the development of further education
• •
i. Severe penalties for drop-out are developed as part of college funding mechanisms
! ii. Serious attempts are made to improve student support
iii. An intluential report showing that non-completion rates are significantly high is published
iv. The lack of a strategical basis is officially recognised
v. The HMI is created
I vi. Daca on student completion rates for further education are published
vii. A minor report showing that non-completion rates are significantly high is published
l
Questions 4-8
• Complete the sentences below. Use NO MORE 1'HAN THREE WORDS from the passage to fill each blank space.
Wrile your answers in Boxes 4 - 8 on your answer sheet.
l 4. Furtl,er etlucation colleges in Britain were originally not worried about student dro p-out, because students did not
leave college for fear of .
I 5. According 10 the writer, the philosophy at further etlucation colleges v,as------·
6. As people became more aware of equal op portunilies, colleges encouraged students frorn under-represented groups,
! as a ,nove to _______
I 7. The HM['s re port focused on completion rates, based on------- of reasons for students' departure
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• from college.
8. In the early 1990s, the political situation, both in Britain and the US, demandetl a drastic _______ .
•
' O Sam Mcaatcr & Judith Ash 45

•
SC
IELTS Reading Tests
Questions 9-14 I
I
9. The report Urifiriished Business ...
A pointed out the politics of the tin1e

B gave £500 n1illion to the state
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C linked drop-out to wasting money
D cumed the spotlight
•
10. Tile new series of principles developed in 1994 by the FEFC ...
A gave money to each student l

I
B was quasi-independent
C meant colleges had 10 tum their iinmediate attention to improving student retention rates
D was ajmed at improving teacher retention rates
11. Atten1pts to reduce the student drop-out rate were hindered, because ...
A there was a lack of research data on which to base strategies

l
B colleges did not know what to do
C computers in colleges were slow
D colleges had no patterns
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12. Further hindrances in reducing g,e student drop-out rate were ... l
A colleges' slowness in computerising data and not knowing their retention rates, nor what patterns of retention
existed
B college inertia and administrative inco1npetence
l
C con1puter glitches and strikes, which occurred at most colleges
D colleges not knowing their retention rates or where lite patterns were j·
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13. Colleges' strategies to d�l wilh the problem of low retention ...
r-
•
A brought administrative and academic staff together
B varied enormously
C jumped
D were based on something other than data
14. The main strategies to improve retention included ...

• .I
I
• •
A 'best fit' supporting activities
B activities to support and transform the student • • •
•
C the raising of coliege expectations •
D a sumnlary by Martinez
•
•
•
•• • •
. ,•
•
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46 © Sam McCruter &. Judith Ash
•
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IELTS Reading Tests
Reading Passage 2
i--< You should spend about 20 1nintites on Questions 15-27, which are based on Reading Passage 2 below.
Another intelligence? As social beings, we need to be able co deal with

other people which brings us to the next ftem on
Emotional intelligence as a theory was first brought Golen1an's list, namely: recognising en1otions in
. to public attention by the book Ernotional other people. This means, in effect, having or
.• Intelligence, Why It Can Matter More Than IQ by developing 'social radar', ie learning to read lhe
Daniel Goleman, but the theory itself is, in fact, weather systems around individuals or groups of
attributed to two Americans, John D Mayer and people. Obviously, leading on from this is the ability
Peter Salovey. What is emotional intelligence to handle relationships. If we can recognise,
' exactly? According to . Goleman, Emotional understand and then dea1 with other people's
Intelligence consists of five key elements. The first emotions, we can function better both socially and
l
is knowing o.ne's own emotions: being able to professionally. Not being tangible, en1otions are
recognise that one is in an en1otional state and difficult to analyse and quantify, compounded by
I
l having the ability to identify which emotion is being the fact that each area in the list above, does not
experienced, even if it is not a partjcularly operate in isolation. Each of us has misread a
) comfortable feeling to admit to, e.g. jealousy or friend's or a colleague's behaviour to us and other
• l
envy. people. The classic example is the shy person,
categorised by some people as arrogant and distant
. Emotional awareness can then lead to managing and by others as lively and friendly and very
•
one's emotions. This involves dealing with personable. How can two different groups make a
emotions, like jealousy, resentment, anger, etc, that definitive analysis of someone that is so strikingly
)
t one may have difficulty accepting by, perhaps, contradictory? And yet this happens on a daily basis
I giving oneself comfort food, or doing nice things in all our relationships-even to the point of
when one is feeling low. Many people do this misreading the behaviour of those close to us! In
instinctively by buying chocolate or treating the work scenario, this can cost 1noney. And so it
_, themselves; others are able to wrap themselves in makes econon1ic sense for business to be aware of
positive thoughts or 'mother themselves'. There are, it and develop strategies for employing people and
I•
l
of course, many people who are incapable of doing dealing with their employees.
this, and so need to be taught. The third area is self
rnotivatio.n. Our emotions can simultaneously All common sense you might say. Goleman himself
en1power and hinder us, so it is important to develop has even suggested lhat emotional intelligence is
the ability to control them. Strategies can be learnt just a new way of describing competence;· what
whereby emotions are set aside to be dealt with at some people might call savior faire or savoir vivre.
a later date. For example, when dealing with the Part of the problem here is that society or some
l success or good fo1tune of others, it is better not to parts of society have forgotten that these skills ever
suppress any 'negative' emotion that arises. One existed and have found the need to re-invent them.
I
I just has to recognise it is there. And then one just
needs to be extra careful when making decisions But the emergence of En1otional Intelligence as a
and not allow one's emotions to cloud the issue, by theory suggests that the family situations and other
.
letting them dictate how one functions with that social interactions where social skills were honed
person. The separation of logic and emotion is not in the past are fast disappearing, so that people now
easy when dealing with people . sadly need to be re-skilled.
•
•
lI
! © Sam McCartcr & Judith Ash 47

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IELTS Reading Te$ts
Questions 15-19 I
Choose one phrase (A-I) from the List of ph� to complete each Key point below. Write Lhe appropriate letters
(A-1) in Boxes l5-19 on your answer sheet. I
The information in the completed sentences should be an accurate summary of the points made by the writer.
NB. There are more phrases (A-1) than sentences, so you will not need to use them all. You may use each phrase once
l
only.
Key points
• f
15. Knowing one's emotions ... I
16. One aspect of managing one's emotions ... '
17. Self�motivation ...

•
18. The ability to recognise emotions in other people ...

l
19. Handling relationships ...
List of phrases
l
A empowers and hinders us
B means many people eat chocolate
F is the key to better social and professional functioning
G is particularly comfortable I
C involves both recognition and identification H is like having social radar
D is intangible I is that some emotions are difficult to accept
E is achieved by learning to control emotions j
Questions 20-26 I
Choose the appropriate letters A-D and write them in Boxes 20-26 on your anS\Ver sheet.
l
20. Emotional Intelligence as a theory ... 22. As well as being intangible, the problem with
emotions is that they ...
A is attributed co Daniel Goleman
B was unheard of until the 1970s A are difficult
C is attributed to Mayer and Salovey B are difficult to qualify
I
•
D consists of at least five key areas do not operate in isolation

D are compounded
•
21. One way of controlling emotions is to ...

•
•
l
•
..
23. Misreading the behaviour of others ...
•• • •
A hinder chem
•
.. .
• •
•
B suppress the negatlve ones

•
A is most common with those close to us

C put them to the side to deal with later
•
-
B is always expensive
•
··
• • •
D use both logic and emotion

•
is a classic example
'• •
c
• • •
.
•
• • • •
D happens •on a daily basis

• \
•
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48 •
• C Snm McCarter & Judith Ash
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IELTS Reading Tests

24. Employers need to ... 26. The fact that the iden of Emotional Intelligence has
emerged suggests that social interactioni; ...
A save nloney
B know about people's emotions A happen in the family
C employ and deal with employees .B need to be re-skilled
D work scenario
l
Care becoming Jess frequent
Dare honed
25. Goleman links Emotional fntelligence to ...
I
A competence •
B incompetence
Chappioess
D common sense
•
•
Question 27
I Does the statement below agree wi1.h lhe infonnation in Reading Passage 2?
fn Box 27. write:
.I
•
Yes if the statement agrees with the inforn1ation in the passage •
No if the statement contradicts the infonnation in the passage
Not Given if there is no inforn,ation about the state1nenl io the passage
I Eiiimpk:
• • •
J�hJl o'Mayer.and Peter Salqvey wrote 'Emotid
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nall��gen� Wliy'i<�:ina!t�-r';;b�--;�-t��i-
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27. The author believes that the lack of Emotional. Intelligence will lead to the disintegration of the family as a social
unit.
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Ci> Sam McCartcr & Judirh Ash 49

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IELTS Reading Tests

• f.
Reading Passage 3
You should spend nbo1.1t 20 n1inutes on Questions 28-40, which are bnsed on Reading Passag,e 3 below.
Pronunciation and physiognqmy

j
Imagine the scene: you are sitting on the tube and on gets someone you instinctively feel is American.
To make sure you ask then1 the time, and are right, but how did you know?
l
When we say someone 'looks American', we take into consideration dress, mannerism and physical
appearance. However, since the Americans do not constitute one single race, what exactly is
I
!
meant by 'look'? In fact, one salient feature is a pronounced widening around the jaw, a well
documented phenomenon.
The writer Arthur Koestler once remarked that friends of his, whom he met thirty years after they
emigrated to the United States, had acquired an 'American physiognomy', i.e. a broadened jaw,
an appearance which is also preva,ent in the indigenous population. An anthropologist friend of his
l
attributed this to the increased use of the jaw musculature in American enunciation. This 'change
of countenance' in imn,lgrants had already been observed by the historian M. Fishberg in 1910. I
To paraphrase the philosopher Emerson. certain national, social and religious groups, such as
ageing actors, long-term convicts and celibate priests, to give just a few exan,ples, develop a l
distinguishing 'look', which is not easily defined, but readily recognised. Their way of life affects
their facial expression and physical features, giving the mistaken impression that these traits are
of hereditary or 'racial' origin. All the factors mentioned above contribute, as v,1ell as heredity. But
the question of appearance being aff�cted by pronunciation, as in the case of American immigrants
(including those from other English speaking countries) over the course of many years, is of great
interest, and calls for further study into the science of voice production. This can only benefit those
I
l
working in the field of speech therapy, elocution and the pronunciation of foreign languages, and
help the student from a purely physiological point of view. Naturally, the numerous psychological
and socio-linguistic factors that inhibit most adult learners of foreign languages from acquiring a
,I
'good' pronunciatioc1 constitute a completely different and no less important issue that requires >
separate investigaUon.
The pronunciation of the varlot1s forms of English around the world today is affected by the voice
being 'placed' in different parts of the moU1h. We use our speech organs in certain ways to produce
specific sounds, _and these muscles have to practise to learn new phonemes. Non-Americans
r
should look in the mirror while repeating 'I really never t1eard of poor reward for valour' with full use
of the USA retroflex Ir/ phonerne, and note what happens to their jawbones after three or four
repetitions. Imagine the effect of these movaments on the jaw muscles after twenty years! This
!
I
•
phoneme is one of the most noticeable features of US English and one that non-Americans al'-#vays
exaggerate wh'en mimicking the accent. Likewise, standard British RP is often parodied, and i1s
whine of superiority mocked to the point of turning the end of one's nose up as much as possible. I
Not only does this enhance the 'performance', but also begs the question of whether this look is
the origin of the expression 'stuck up'?
r
. .
..
• • •
•• •
- • •
On a Birmingham bus once, a friend pointed to a fellow passenger and said, 'That man's Brummie
accent is written all over his face.' This was from someone who would not normally make crass •
generalisations. The interesting thing would be to establish whether thin lips and a tense, prominent
I
-
chin are a result of the way Midlands English is spoken, or its cause, or a mixture of both. Similarly,
---------------------,------
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50 C Sam Mccarter & JudilbAsb
--- ·--·· -· . ., .. ;_ -··- r.��....... ..... ,.. - ... .. . -···· -·-- ...-- ....... -·· - ..... -- -···--�..__ ....._.,
IELTS Reading Tests

in the case of Liverpool one could ask \Nhether the distinctive 'Scouse' accent was a reason for, or
an effect of the frequency of high cheekbones in U1e local population.
. .
When one 'learns' another accent, as in the theatre for example. voice coaches often resort to
images to help their students acquire the distinctive sound of the target pronunciation. With 'Scouse',
·, the mental aid employed is pushing your cheekbones up in a smile as high as they will go and
I• imagining you've got a very slack mouth full of cotton 'vvool. The sound seems to spring off the
sides of your face-outwards and upwards. For a Belfast accent, one has to tighten the sides of the
'. jaws until there is maximum tension, and speak opening the lips as little as possible. This gives
•
. '
rise to the well-known !Ulster jaw' phenomenon. Learning Australian involves imagining the ordeals
of the first westen1ers transported to the other side of the world. When exposed to the merciless
. ' glare and unremitting heat of the southern sun, we instinctively screw up our eyes and grirnace for
. I' protection.
•
:
l
Has this contributed to·an Australian 'look', and affected the way 'Aussies' speak English, or vice
1
j versa? It is a curious chicken and egg conundrum, but perhaps the answer is ultimately irrelevant.
Of course other factors affect the way people look and sound, and I am not suggesting lor one
minute that all those who speak one form of a language or dialect have a set physiognomy because
of their pronunciation patterns. But a large enough number do, and that alone is worth investigating.
What is important, however, is establishing pronunciation as one of the factors that determine
physiognomy, and gaining a deeper insight into the origins and nature of the sounds of speech.
I
I•
'
And of course, one wonaers what 'look one's own group has! 1
' - •
I
'
Questions 28-30
•
• Use the infom,ation in the text to 1natch the People listed (28-30) with the Observations (i-vii). Write lhe appropriate
I letter in Boxes 28-30 on your .mswer sheet. Nore that there are 1norc Observations tban people, so you will not use all
.
of them. You can use each Observation once only.
-. I • People
\ 28. Koestler )
;
29. Fishberg
I
.'
ll
30. Emerson
' Observations j
I
i Americans use their jaw niore to enunciate

•
ii In1mignints acquire physiognomical features common a1nong the indigenous population
' iii Faci.ul expression and physical features are hereditary
iv Lifestyle affects physiogno1ny
v A1nericans have a broadened ja1.v
,
I
vi The appearance of his friends had changed since they moved to the United States
vii The change of countenance was unre1narkable ,.
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l·E LTS Reading Tests

Questions 31-36 f
l
Do the statements below agree with the information in Reading Passage 3? In Boxes 3 l-36, write:
Yes if the statement agrees with the information in the pac,sage
l
No if the statetnent contradicts the information in the passage
. ��p�e: Appearance' is affected by pro�unciatipn. ·

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31. Further study into the science of voice production \vill cost considerable sums of money.
32. The psychological and socio-linguistic factors that make it difficult for adult learners of foreign languages to gain
'good' pronunciation are not.as important as other factors.
33. Speech organs are n1uscles.

l
34. New phonemes are difficult to learn.
35. People often make fun of standard British RP.
36. Facial features contribute to the incon1prehensibility of Midlands English. •

l
Questions 37-40 I
Choose one phrase (A-I) from the List of phrases to comp1ete each Key point below. Write the appropriate letters
(A-I) in Boxes 37-40 on your ans,ver sbeet. l
The information in the con1pleted sentences should be an accurate summary of the points made by the writer.
NB.There are more phr.ises (A-I) than sentences, so you will not need to use lhern all.You ,nay use each phrase once only.
l
Key points I
37. Voice coaches ...
I
38. The Scouse accent ... • •
•
•
•
•
.39. Whether the way we look affects the way-we speak or the other way round ... ,
.. . .
I
•
. ' .
,'
.. · 40. It is important to prove that pronunciation ... • • •
•
. . . ..
• •
.
•
.•
• • • • • ..
.
• •
.
•
List �f phrases-
I
• •
• • •
• • • •
. . .. .
•
.
•
•.
..• .. . .
• • • •
.
A can be achieved by using a mental aid F· get the target .
.•. .. ••
•
•
• t. • .. •
B is irrelevant' . .. · ·
..
f
G can affect appearance •
.
· · ••
C is worth investigating H is not as easy as a Belfast one

.. . . D use images to assist students with the desired pronunciation
'
<
� I makes you smile
.....
I
•
E is a chicken and egg conundrum •
. •
.. •
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52
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IELTS Reading Tesfs

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• •
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II
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© Sain t.rcC'.3rttr & Judith A.,u 53
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IELTS Reading Tests
Reading Passage 1 I
-
Day after day we hear about how anthropogenic development is causing global warming. According to an
increasingly vocal minority, however, we should be asking ourselves how much of this is media hype and
how 1nuch is based on re&l evidence. It seems, as so often is the case, that it depends on v,hich expert you
listen to, or which statistics you study.
Yes, it is true that there is a n1ass of evidence to indicate that the world is getting warmer, with one of the
world's leading weather predictors stating that air temperatures have shown an increase of just ·under half a
.I
degree Celsius since the beginning of the twentieth century. .�nd while this n1ay not sound like anything
worth losing sleep over, the international press woul,d have us belic:ve chat the consequence!) could be
devastating. Other exper,ts, however, are of the opinion that what 1,ve �re seeing is just part of a natural •
upward and downward swing that has always been part of the cycle of global weather. An analysis of the .
vie\VS of major meteorologists in the Unit�d States showed that less than 20% of them believed that any
change in temperature over the last hundred years was our own fault-the rest attributed it to natural cyclical
changes.
There is, of course, no denying that we are still at a very early stage in understanding weather. The effects of • .•
l
such variables as rainfall, cloud formation, the seas and oceans, gases such as methane and ozone, or even
solar energy are still not really understood, and therefore the predictions that we make using them cannot
always be relied on. Dr. James I-Jansen, in 1988, was predicting that the likely effects of global warming
would be a raising of world temperature which would have disastrous consequences for mankind: "a strong
cause and effect relationship between the current climate and human alteration of the atmosphere". He has
now gone on record as stating that usin$ artificial models of climate as a way of predicting change is all but
impossible. In fact, he now believes that, rather than getting hotter, our planet is getting greener as a result
of the carbon dioxide increase, with the prospect of increasing vegetation in areas which in recent history
l
I
have been frozen wastelands. •
fn fact, there is some evidence to suggest that as our computer-based w,eather models have become more
!
sophisticated, the predicted rises in temperature have been cut back. In addition, if we look at the much
reported rise in global ten1perature over the last century, a close analysis reveals that the lion's share of that
increase, almost three quarters in total, occurred before man began to 'poison' his world with industrial
processes and the accompanying greenhouse gas emissions in the second half of the twentieth century.
So should we pay any attention ro those stories that scream out at us from billboards and television news
headlines, claiming that man, with his· inexhaustible dependence on oil-based machinery and ever more
sophisticated forms of transport is creating a nightmare level of greenhouse gas emissions, poisoning his
environment and ripping open the ozone layer? Doubters point to scientific evidence, which can prove that,
I
. •. of all the greenhouse gases, only two percent come frotn man-made sources, the rest resulting from natural
. .. • • •
em1ss1ons.
•
. . ..
. .
.. . . . . •
•
. Who, then, to b�lieve: the environmentalist exhorting us to lea�e t�e car at home, to buy re-usable pr�ducts •
.
•
.•
packaged in recycled paper and to plant trees in our back yard? 01' tb'e sceptics, including, of course, a lot of •
big businesses who have most to lose, when they tell us that we are making a mountain out of a molehill?
l
•
And my own opinion? The jury's still out as far as I am concerned!

. .
•
• •
• . . . •
•
• •
•
•

•
•
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IELTS Reading Tests

Questions 1-5
.
I
Choose Lhe appropriate lerters A-D and write them in Boxes t-5 on your answer sheet.
l. The au1hor ...

.'
A believes that n1an is causing global warming
n believes that global wanning is a naUlral process
C is sure what the causes o[ global warming are
. causes of g.lobal warming are
D does not say what he beli'ev es the
2. As to the cause of global warming, Lhe author believes that ...

'l I
A occasionally the facts depend on who you arc talking to
the facts always depend on who you are talking to
I
B
C often the facts depend on which expert you listen to
O you should not speak to experts
.i 3. More than 80% of the top meteorologists in the United States are of lhe opinion that ...
A global warming should make us Jose sleep

l B global warming is not lhe result of natural cyclical changes, but man-made
C the consequences of global wanning will be devastating
D global warming is nol man-made, but the result of natural cyclical changes
j
4. Our understanding of weather ...
ll A leads lo reliable predictions

8 is variable
•
C cannot be denied
I
D is not very developed yet
•
.. . that ...
5. Curr!!nlly. Dr Jame.s Hansen's beliefs include the fact
• A it is nearly hnpossible to predict weather change using ortificial models

•
B the consequences of global ,vanning would be wsastrous for mankind
C there is a significant link between the climate now, and man's changing of the atmosphere
D Earth is getting colder
•
l
I
Questions 6-11
I
Do the statements below agree witlJ the infonnation in Reading Passage 1?
I
Yes if the statement agrees wi1h the information in the passage

I
No if the statement conLradicts the infonnation in the passage
Not Given if there is no info1mation aboul the statement in the passage
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IELTS Reading Tests
6. At the same time that computer-based weather models have become more sophistica ted, weather forecasters have
become more expert.
I
7. Most of the Jncrease in global temperaLure happened in the second half of tbe twentieth century. l
8. The media \.Vants us to blame ourselves for global wanning.
9. The media encourages the public to use environmentally friendly vehicles, such as electric cars to combat global
l.
waroung.
•
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10. EnvironmentaJlsts are very effective at persuading people to be kind to the environment. ..
11. Many big businesses are on the side of the sceptics as regards the cause of global warming.
-
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•
•
Questions 12 and 13
Complete the sentences below. Use NO MORE THAN THREE WORDS from the passage for each blank space.
Write your answers in Boxes 12 and 13 on your answer sheet. I

l
12. As well as planting trees and not driving. the environmentalist would like us to choose products that are wrapped
------ and can be used more than once.
I
l 3. Big businesses would have us believe that we are ma.king too much fuss about global wanning, because they have
-------·
Question 14
•
l
Choose the appropriate letter A-D and write it in Box 14 on your answer sheet.
J 4. Which of these is the best title for I.his text?

I
A Global Warming is for real
B Global w�ng-media hype or genuine threat?
C Weather changes over the last 100 years
D Global Warming-the greatest threat to mankind
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lflTS Reading Tests

, Reading Passage 2
• You should spend ab.out 20 minutes on Questions.15-28, which are based on Reading Passage z below.
'
Questions 15-21
·1
Reading Passage 2 has 8 paragraphs (A-H).. Choose the most suitable heading for each paragraph from the List of
headings below. Write the appropriate numbers (i-xiii) in Boxes 15-:-21 on your answer sheet.
, I
NB. There are more headings than para.graphs, so you will not use all of them.
15. Paragraph A
'' 16. Paragraph B •
I 17.
l8.
Paragraph C
Paragraph D
19. Paragraph E
I 20.
21.
Paragraph F
Paragraph G
List of headings
· ]
·.1. 165 miUion years
•
..II.
The body plan of archosaurs
1
I
iii. Dinosaurs-terrible lizards
iv. Classification according to pelvic anatomy
v. The suborders of Saurischia
.
VI. Lizards and dinosaurs - two distinct superorders
...
vii. Unique body plan helps identify dinosaurs from other animals
Vlll. Herbivore dinosaurs
IX. Lepidosaurs
I
x. Frills and shelves
• I
.. The origins of dinosaurs and lizards
XI. •
Xll. Bird-hipped dinosaurs

xiii. Skull bones distinguish dinosaurs from other archosaurs
i
What is a dinosaur?
I A. Although the name dinosaur Is derived from the Greek for "terrible lizard", dinosaurs were not,
in fact, lizards at all. like lizards, dinosaurs are included in the class Reptilia, or reptiles, one of
the five main classes of Vertebrata, anilrials with backbones. However, at the next level of
' classification, within reptiles, significant differences in the skeletal anatomy of lizards and
dinosaurs have led scientists to place these groups of animals into two different super<;>rder.s;
l Lepidosauria, or lepidosaurs, and Archosauria, or archosaurs. ,
'
''
B. Classified as lepidosaurs are lizards and snakes and their prehistoric ancestors. Included among .
the archosaurs, or "ruling reptiles", are prehistoric and modern crocodiles, and the now extinct
I. 1hecodonts, pterosaurs and dinosaurs. Palaeontologists believe that b<?,th dinosaurs and..
•
© Som McCarter & Judith Ash •

57
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IELTS Reading Tests

•
crocodiles evolved, in the later years of the Triassic Period (c. 248-208 million years ago), from
creatures called pseudosuchian thecodonts. Lizards, snakes and different types of thecodont are
believed to have evolved earlier in the Triassic Period from reptiles known as eosuchians.
c. The most important skeletal differences between dinosaui:s and other archosaurs are in the bones •
of the skull, pelvis and limbs. Dinosaur skulls are found in a great range of shapes and sizes,
reflecting the different eating habits and lifestyles of a large and varied group of animals tha1 dominated
life on Earth· for an extraordinary 165 million years. However, unlike the skulls of any other known
animals, the skulls of dinosaurs had two long bones known as vomers. These bones extended on
I
either side of the head, from the front of the snout to the level of the holes in the skull known as the
ant orbital fenestra, situated in front of the dinosaur's orbits or eyesockets. I
I
D. All dinosaurs, whether large or small, quadrupedal or bipedal, fleet-footed or slow-moving, shared
a common body plan. Identification of this plan makes it possible to differentiate dinosaurs from any
other types of animal, even other archosaurs. Most significantly, in dinosaurs, the pelvis and femur
I
had evolved so that the hind limbs were held vertically beneath the body, rather than sprawling out
to the sides like the limbs of a lizard. The femur of a dinosaur had a sharply in-turned neck and a
ball-shaped head, which slotted into a fully open acetabulum or hip socket. A supra-acetabular
I
• crest helped prevent dislocation of the femur. The position of the knee joint. aligned below the
acetabulum, made it possible for the whole hind limb to swing backwards and forwards. This unique
combination of features gave dinosaurs what is known as a '1ully improved gait''. Evolution of this •
I
I
highly efficient method of walking also developed in mamma.ls, but among reptiles it occurred only
in dinosaurs.
E. For the purpose of further classification, dinosaurs are divided into two orders: Saurischia, or
saurischian dinosaurs, and Ornithischia, or ornithischian dinosaurs. This division is made on the
basis of their pelvic anatomy. All dinosaurs had a pelvic girdle with each side comprised of three
bones: the pubis, ilium and ischium. However, the orientation of these bones follows one of two
I
•
patterns. In saurischian dinosaurs, also known as lizard-hipped dinosaurs, the pubis points forwards,
as is usual in most types of reptile. By contrast, in ornithischian, or bird-hipped, dinosaurs, the pubis
points backwards towards the rear of the animal, which Is also true of birds.
F. Of the t�,o orders of dinosaurs, the Saurischia was the larger and the first to evolve. It is divided into
two suborders: Therapoda, or therapods, and Sauropodomorpha, or sauropodomorphs. The
f
II
therapods, or "beast feet'', were bipedal, predatory carnivores. They ranged in size fram the mighty
Tyrannosaurus rex, 12m long, 5.6m tall and weighing an estimated 6.4;. tonnes, to the smallest
·1 ·
•
known dinosaur, Compsognathus, a mere 1.4m long and estimated 3kg in weight when fully grown.
The sauropodomorphs, or '1izard feet forms", included both bipedal and quadrupedal dinosaurs.
Some sauropodomorphs were carnivorous or omnivorous but later species were "typically herbivorous.
They included some of the largest and best-known of all dinosaurs, such as Diplodocus, a huge
quadruped with an elephant-like body, a long, thin tail and neck that gave It a total length of 27m,
and a tiny head.
G. Omrthischian dinosaurs vvere bipedal or quadrupedal herbivores. They are now usually divided into
• I
I
.
•
three suborders: Ornithipoda, Thyreophora .and Marginocephalia. The omithopods, or "bird feet'', •
•
both large and small, could walk or run on their long hind legs, balancing their body by holding their
•
I
tarls stiffly off the ground behind them. An example is lguanodon, up to 9m long, Sm taJI and weighing
•
• 4.5 t9nnes. The thyreophorans, or "shield bearers", also known as armoured dinosaurs, were
• quadrupeds with rows of protective bony spikes, studs, or plates along their backs and tails. They •
I
•
•
included Stegosaurus, 9m long and weighing 2 tonnes. ••
•
•
H. The marginocephalians, or "margined heads", were bipedal or quadrupedaJ omithischians with a
• deep bony frill or narrow shelf at the back of the skull. An example is Triceratops, a rhinoceros-fike
dinosaur, 9m long, weighing 5.4 tonnes and bearing a prominent neck frill and three large horns.
•
•
•
58 • © Sam McCanec &Judith Ash
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IELTS Reading Tests'
Questions 22-24
•
Complete the sentences below. Use NO MORE THAN THREE WORDS from the passage for each blank space.
•
Write your answers in Boxes 22 - 24 on your answer sheet. •
I • •
I 22. Lizards and dinosaurs are classified into two different superorders because of the difference in their
! l 23. In the Triassic period, _______ evolved into thecodonts, for example, lizards and snakes.
•
•
24. Dinosaur skulls differed from those of any other known animals because of the presence of vomers:
•
j Questions 25-28
Choose one phrase (A-H) from the List of features to match with the Dinosaurs listed below. Write the appropriate
I letters (A-H) in Box_es 25-28 on your answer sheet.
The information in the completed sentences should be an accurate summary of the points made by the writer.
l NB. There are more phrases (A-H) than sentences, so you will not need to use them all. You may use each phrase once
only.
'
Dinosaurs
l 25. Dinosaurs differed from lizards. because ...
l
26. Sauriscbian and omithischian dinosaurs ...
-
I 27. Unlike therapods, sauropodomorphs ...
•
28. Some dinosaurs used their tails to balance, others ...

•
List of features -
A are both divided into two orders.

B the former bad a 'fully improved gait'.
C were not usually very heavy.
could walk or run on their back legs.
I
D •
E their hind limbs sprawled out to the side.

F walked or ran on four legs, rather than two.
I
G both had a pelvic girdle comprising six bones.
H did not always eat• meat.
••
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59
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IELTS Reading Tests

Doesn't that sound terribly ye.llow to you? synaesthesia. He did not claim to be a: syna�sthete;
'I can't say. I'm colour blind', was my flat-mate's his colour choices were arbitrary and the project \
I
response. And that \vas that f�r another twenty odd an intellectual exercise.
years, when by chance I came across an article in a In the field of the visual arts, probably the best
newspaper on research into synaesthesia at a
London hospital. At last, I understood my
interpretation of the world through colour.
known artist with synaesthetic capabilities is the
Russian artist, Wassily Kandinsky (1866-1944),
credited with being the founder of abstract painting.
I I
,' I
I
Synaesthesia js the subjective sensation of a sense It is said he experienced 'sensory fusion' at a

other than the one being stimulated. For example, perfonnance of Wagner's Lohengrin, with the music
the sight of a word may evoke sensations of colour producing colours before his eyes. He did not see
or the sound of music may also have a similar effect, colours solely in terms of objects, but associated
as may taste. Or, to put it simply, synaesthetes, i.e. them with sounds. He even composed an opera, Der
people with synaes�esia, have their senses hooked Gelbe Klang (The Yellow Sound), which was a
together. so that they experience several senses mixture of colour, light, dance and sound.
simultaneously. For many people with synaesthesia, knowing that
.l
To those not already aware of it, synaesthesia seems what they have been experiencing has both a name
a new phenomenon. Yet, it is far from new. In 1690, and a history and that they are among a number of
John Locke, the philosopher, wrote of a blind man notable siifferers is a revelation. Initially, they often )
with synaesthetic capabilities. The first reference feel that there is something wrong psychologically
or mentally, or that everyone feels that way. Then
v
•
in the medical field was in 1710, by Thomas
Woodhouse, an English ophthalmologist. In hls they realise with a thud that other people do not.
I
Theory ofColour, the German writer, Goethe, talked Suppression is an option, but unwittingly some
about colour and the senses. The poet, Arthur people have managed to make use of the ability to
Rimbaud, wrote about synaesthesia in his 1871 their advantage. While the condition of synaestheia
I
poem Voyelles, as did another French poet may hamper many people because of its
disorienting effects, it can also open up a range of
r
Baudelaire, in Correspondance. So. synaesthesia
bas a respectable history. new skills. It is not unusual for people who have
Synaesthesia is understandably met with a certain synaesthesia to be creative and imaginative. As
degree of scepticism, since it is something beyond many studies have shown, memory is based to some
the ken of the vast majority of people. Son et Lumiere extent on association. Synaesthetes find they are
shows in the 19th century were an attempt at able to remember certain things with great ease.
combining the senses in a public display, but such The person who associates the shape of a word with
colour is quite often able to remember a longer I
II
displays were not capable of conveying the sensations
i
experienced by involuntary synaethesia, as the ability sequence of words; and the same goes for other
which a synaestbete 's experience is called. areas where memory needs to be used.
II
There has been a number of well-documented But this condition like all gifts, has its drawbacks.
synaesthetes. Alexander Scriabin, the Russian Some people see words as colours; others even
•
composer, (1871-1915) tried to express his own individual letters and syllables, so that a word
I
synaesthetic abilities in his symphony Prometheus, becomes a k�eidoscope of colour. Beautiful tbc;>ugh •
the Poe1n of Fire (1922). And another Russian, such a reading experience may be, synaesthesia can
•
Rimsky-Korsako-..:, noted the colour associations cause problems with both reading and writing . • I
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• t
musical keys possessed. For example. Scriabin saw Reading can take longer, because one has to wade I
•
C major as red. whlle to Rimsky-Korsakov it was through all the colours, as well as the words! And,
•
white. Arthur Bliss, an English composer, based his because the colour sequences as well as the words
1922 Colour Symphony on the concept of have to fit together, writing is then equally difficult.
l
60 C> Sam McCartC1' & Judith Ash
--,
. .
•
IElTS Reading Tests ' •
Questions 29-32
- . Do the statements below agree with the information in Reading Passage 3?

In Boxes 29-32, \Yrite:
•

No if the statement contradicts the infor1nation in. the passage
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29. Synaesthetes experience several senses at the same time.
30. Newspaper articles and TV news reports about synaesthesia are appearing with monotonous regularity nowadays.
3 I . Mention of synaesthesia can be traced back to the l 71h century.

.I
. 32. It is strange that many people are sceptical about synaesthesia .
'
Questions 33-36 •
l
Choose the appropriate letters A-D and write them in Boxes 33-36 on your answer sheet. .
33. Son et. lumiere shows ... 35. The Russian artist, Wassily Kandinsky, ...
I A attempted to combine public senses A performed Wagner's Lohengrin

B were frequent in the 19th century B found abstract painting
C were both public and involuntary C also composed music
D did not reproduce the experiences of synaesthetes D saw objects.
.' 34. Both Alexander Scriabin and Rimsk y-Korsakov ... 36. At fltSt, 'sufferers' of synaesthesia believe that ...
l '
I
A wanted to have synaesthetic abiJilies A other people have similar experiences or there is
B created a lot of documents something wrong with them ••·.,
l
•
C linked 1nusic to colour B they are a revelation
•..•
D agreed with Bliss in 1922 C they are psychologically or mentally superior •
D they are unique

' I i
Questions 37-40 • :·
i1
I f
I,
Accordin g to the reading passage, which of the following statements are true about synaesthetes?
W1ite tbe appropriate letters in Box.es 37-40 on your answer sheet.
l A
B
Some synaesthetes are disoriented by their abilities.
Unusually, some synaesthetes have great creativity.
C Memory is heightened by synaesthesia .
l D Synaesthetes have gifts and drawbacks.
l
E Some synaeslhetes use their ability to help themselves . •
F Their ability can be an obstacle •. to them.

.
J G Some synaesthetes write in colour.
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Reading Passage 1
You should spend about 20 minutes on Questions 1-14, which are based on Reading Passage I below.
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PROPAGANDA-THE GOOD, THE BAD AND THE UGLY
• . .I
Imagine for a moment that you are an impoverished citizen of ancient Egypt, hopefully hoeing the desert
and wondering when it will bloom. Suddenly, a cloud of dust appears on the horizon which eventually
resolves itself into a gallop of horses and chariots commanded by heavily armed soldiers followed, eventually,
by a crocodile of exhausted slaves lugging building materials.
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They all come to a halt outside your home and you make a strategic withdrawal indoors, from where you
watch them through a slit in the wall. In an amazingly short time, the slaves build a 40-foot high obelisk
which is then surrounded by • a swann of stonemasons. Then, when the work, whatever it is, bas been .
•
completed, the entire company withdraws as· quickly as it came .
Once the coast is clear, you creep outside to examine their handiwork. The obelisk is covered with carvings
of soldiers, looking remarkably like those who have ju�t left, engaged in countless victorious battles, I
decimating the countryside and gruesomely killing people who look remarkably like you. Prominently
portrayed, surveying sphinx-like the carnage committed in his name , is the Pharaoh. You can't read, but you
get the picture. You, in consort with your disaffected neighbours, had been contemplating, in rather desultory
fashion, a small uprising. You change your mind in what is one of the earliest examples of the power of
propaganda.
..
Of course, as is often the case with big ideas when they are rn their infancy, the methods employed in ancient
Egypt were far from subtle. But over subsequent centuries, the use of propaganda was conscientiously
honed.
It was not until the First World War that propaganda made the quantum leap from the gentler arts of persuasion
to become the tool of coercion. As Philip Taylor says in War and the Media: "Before 1914, it simply meant
the means by which the · proponent of a particular doctrine ... propagated his beliefs among his I
audience ... propaganda is simply a process of persuasion. As a concept, it is neutral and should be devoid of
value judgements".
It is unlikely, at least in the West. that propaganda will ever be rehabilitated as a neutral concept. The very
word is now so loaded with sinister connotations that it evokes an immediate and visceral sense of outrage.
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For the use of propaganda reached its apogee in the machinery of the Third Reich. Hitler and Goebbels
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between them elevated it to a black art of such diabolical power that it has been permanently discredited •i
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among those who witnessed its expression. Indeed in 1936 at Nuremberg, Hitler attributed his entire success
to the workings of propaganda. He said: "Propaganda brought us to power, propaganda has since enabled us
to remain in power, and propaganda will give us the mea:1s of conquering the world" .
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• It is therefore unsurpx:ising..th�t Western· governments and politici�ns are liabl� to perlor� the most extr�me
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• • presentational ?Crobatics in their efforts to avoid the dreaded 'p' word being appiied to any of their activities.
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They have developed i�pressive lexicons of euphemisms and doub�espeak to distance the�selves from any
taint of it, real or imagined. . ·.
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Inevitably. the medi� is �live to �his hyperse�irivit� and the 'p' word has become a pote weapon in its
_ _ nt
arsenal. It 1s used �Joraovely_, with intent to d1scred1t and wound. as governments are painfully aware. For
propaganda is the spectre that haunts n1any a government-inspired media fest. It is the uninvited guest, the .
en1pty chair which serves to remind the hosts precisely why the gathering has been convened
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and forces
them to run quality tests on the fare on offer - is it factually nutritious, is it presented in a balanced and
truthful way, is its integrity intact? •
, ' (n this one respect. al least, the negative connotations attached to propaganda actually perform a positive
I• function. They offer a salutary reminder of all that government information is supposed not to be, and act as
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• a ferocious curb on any runaway tendency to excess. Most importantly, the J?Ublic is alive to the dangers of
propaganda and alert to its manifeslalions whether overt or covert. They know that propaganda is the serpent I
lurking in the tree of knowledge; that it is subtle. it beguiles, it seduces, it obfuscates, it holds out simple •
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dreams and turns them into nightn1are realities, il subverts, it pretends to be other than it is. They know that
• • it is the poisoned fruit of the goblin market, not the plain bread of truth that is the staple diet of information.
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And they will not tolerate it.
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They succumb instead to the 1nore blatant blandish1nents of advertising, which might be regarded as the
wolf of propaganda, tamed and turned to domestic use. Safe in the knowledge that the wolf has been
securely trussed by the rules and regulations of the Advertising Standards Authority, they knowingly consent
.I to being had.
Questions 1-10
Complete the text below. \vbich is a summary of paragraphs 1-4. Choose a suitable word from the text for each blank.
Write your answers in Boxes 1-10 on your anS\ver sheet.
l You may use any word 1nore than once.

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Questions 11-14 ... j
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Choose the appropriate leuers A-D and write them in Boxes l l-14 on your answer sheet.
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A is needed to propagate people's beliefs

B was a tool of coercion before 1914 .I
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C bas always been a neutral force
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D was merely
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a process of persuading people to do things prior to 1914
12. According to Philip Taylor, propaganda ...
A is not a neutral concept '

B is value loaded up until 1914
C is a neutral concept
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D was a neutral concept up until 1914
13. Politicians in the West ...
A will do anything to avoid using the word propaganda

B like using the word propaganda in the media
C do not dread the 'p' word
D are consummate acrobats
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14. The public ...
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B are deceived by advertisers
C are not deceived by advertisers
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D respect the advertisers I
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IELTS Reading Tests
Reading Passage 2
You should spend about 20 tninutes on Questions 15-28, which are based on Reading Passage Z below.
'fl1e pursuit of knowledge

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According to the great English lexicographer San1uel Johnson, knowledge is of two kinds. We know a subject
ourselves or we know where we canfind infonnation UJ>on it (Boswell Life vol. 2 p383 18 April 1775). In the
I infonnatio11-driven world we now inhabit, the latter has assumed a much greater level of importance.
Al the tiine of the European Renaissance, which spanned rhe fourteenth, fifteenth and sixteenth centuries, it
I was considered possible for the educated, well-read man, the so-called Renaissance man, to possess the sum
total of human knowledge. AdmittedJy, the body of knowledge then available was restricted, being l1eld
. ' furnly in check by several important factors: the paucity of books in circulation at that time; the difficulty of
I acquiring copies of the texts; the need to copy texts by hand; and the cost of doing so. The example of Lupus
of Ferrieres' search for the Ars rhetorica of Fortunatus in the ninth century was repeated again and again
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throughout the Latin West until the momentous advent of printing in the middle of the fifteenth century.
Printed boolcs saw the end of some of the practical limitations placed on the spread of human knowledge.
The first revolution in information technology had begun.
Renaissance man was rapidly left behind by this development; and, henceforth, it would be increasingly
difficult for the educated n1an Lo cope 1,1,·ith the expansion of knowle<lge lhat flowed through Europe via the
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medium of movable type.
In today's world, the scenario could hardly be more different. The most well-read individual, whom we
could legitimately call information ,nan, or homo sciens, would certainly be considerably more knowledgeable
than Renaissance man. Yet, because of the ever-expanding increase in the· sun1 totaJ of human knowledge
over the latter half of the last millennium, and the changes in the world of technology, easy access to
I inforn1ation bas reduced the stature of the educated individual. All that he can hope to be nO\.\' is an expert in
.I a narrow field, not the all-knowing pc1lyn1ath of yesteryear.
I It is not surprising to see people overwhelmed by the unlimited stream of information. There is simply too
much of it to assimilate, and it is djfficult to know what to do with the data once it is received; which brings
us bnck to Johnson's words. But we need to add another dimension to his diclum, one which was probably
I true in his time, but is even more pertinent today: people need to be able to use the knowledge they acquire
I and not just know it or kno�v �vhere to find it. Our deficiency in th.is regard is, f>erhaps, the most singular
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failure of the modern.information. age.
Acquisitiveness is a natural human inst.inct. Children collect cards of footballers, or whatever is the latest
fad. Stamps, coins and books are targets for children and adult collectors aJike, as their basic instincts are
played upon and nurtured by market forces. The desire to gather kno\vledge is nothing new. What is
astonishing, bo,vever, is the way io \Vhich people treat the knowledge once it has been collected. It is as if the
I collection were an end in itself; and herein lies the great deception. We have turned the world into a large
• machine of information, a veritable vortex into which we are all being inexorably sucked. People beaver
away amassing raw data, labouring under the misapprehension that tl:iey are doing something worthwhile,
when all that is really happening is the movement of information from one place to another. We should
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hardly be surprised that, as this becomes apparent. disillusionment and stress in the workplace are becoming
sadly the all too common consequences.
C Srun McCartcr & Judith Ash 67

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The world is not really the richer for having the cur.rent wealth of knowledge at its fingertips. It js like
standing amongst tbe wealth of the British Library, the Bibliotheque Nationale in Paris or other great libraries
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and not being able to read.
So what is to be done? Training in collecting- and processing relevant information, followed by learning to
collate, analyse and select or discard is the obviol!..S solution. But there is such a dearth of people who know
what to do that one remains pessimistic.
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The pursuit of knowledge is sadly not all it is cracked up to be.
Questions 15-21
Complete the sentences below. Use NO MORE THAN FOUR WORDS from the passage to complete each blank
space.
Write your answers in Boxes 15 - 21 on your answer sheet.

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15. Samuel Johnson was an ---------
16. Renaissance man supposedly possessed all ---------

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17. The spread of knowledge changed with the all important _________
18. According to the writer, today's infonnation man knows n1ore than _______
19. The standing of the modem educated man has been diminished by -------
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20. The polymath of the Renaissance is described as-------
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21. In today's world, people are weighed down by the endless--�------
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Questions 22-25
Answer the questions below. Use NO MORE THAN FOL1R WORDS from the passage for each answer.
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Write your answers in Boxes 22 - 25 on your answer sheet.
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22. How does the writer describe people's inability in the modem world to use the knowledge that they obtain?
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Questions 26-28
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No if the statement contradjcts the infonnation in the passage
Not Given if there is no infonnatioo about the statement in the passage
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26. As the world has a wealth of knowledge within easy reach, it is now richer.
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27. Knowledge processing courses will soon be obligatory for all library workers.
l 28. The author believes that the purs�it of knowledge is worthwhile.
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Reading Passage 3
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Between the Inishowen peninsula, nortl1 west of was fully inhabited. In the next hundred years or )
Derry, and the Glens of Antrim, in the east beyond
the Sperrin Mountains, is found some of Western
Europe's most captivating and alluring landscape.
so, the structure gradually fell into its present
dramatic state of disrepair, stripped of its roofs by
wind and weather and robbed by man of its carved I
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stonework. Ruined and forlorn its aspect may be,
The Roe Valley Park, some 15 miles east of Derry yet, in the haunting Celtic twilight of the long
is a prime example. The Park, like so many Celtic summer evenings, it is redolent of another age,
places. is steeped in history and legend. As the Roe another dream.
trickles down through heather bogs in the Sperrin
Mountains to the South, it is a river by the time it A mile or so to the east of the castle lies Port na
cuts through whaL was once called the 'garden of Spaniagh, where the Neapolitan Galleas, Girona,
the soul'- in Celtic 'Gortenanima'. from the Spanish Armada wenl down one dark
October nighl in 1588 on its way to Scotland. Of
The castle of O'Cahan once stood here and a the 1500-odd men on board, nine survived.
number of houses which made up the town of
,Limavady. The town takes its name from the legend Even further lo the east, is the Giant's Causeway, a
of a dog leaping into the river Roe carrying a stunning coastline with strangely syn1metrical
message, or perhaps chasing a stag. This is a colurnns of dark basalt-a beautiful geological
magical place, where the water traces its way wonder. Someone once said of the Causeway that
through rock and woodland; at times, lingering in it was worth seeing, bur not worth going to see.
brooding pools of dark cool water under the shade That was in the days of horses and carriages, when
travelling was difficult But it is certainly well worth
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of summer trees, and, at others, forming 1,,veirs and
leads for water mills now long gone . a visit. The last lingering moments of lhe twiligJ1t
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hours are tt1e best time to savour the full power of
The Roe, like all rivers, is witness to history and the coastline's magic; the time when the place
change. To Mullagh Hill, on the west bank of the comes into its own. The tourists are gone and if
River Roe just outside the present day town of you are very lucky you will be alone. ll is not
Limavady, St Columba came in 575 AD for the frightening, but there is a power in the place;
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Convention of Drumceatt. The world is probably tangible, yet inexplicable. The feeling is one of
unaware that it knows something of Limavady; but eeriness and longing. and of something missing,
the town is, in fact, renowned for Jane Ross's song something not quite fulfilled; the loss of light and
Danny Boy, written to a tune once played by a tramp the promise of darkness; a time between two worlds.
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in the street. Once experienced, this feeling never leaves you:
the longing haunts and pulls at you for the rest of
Some 30 miles along the coast road from Limavady, your days.
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one comes upon the forlorn, but imposing ruin of
Dunluce Castle, which stands on a soft basalt Beyond the Causeway, connecting the mainland
outcrop, in defiance of the turbulent Atlantic lashing with an outcrop of rock jutting out of the turbulent
it on all sides. The jagged-toothed ruins sit proud Atlantic, is the Carrick-a -Rede Rope Bridge. Not
on their rock top commanding the coastline to east
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a crossing for the faint-hearte.d. Toe Bridge swings
and west. The only• connection to the mainland is above a chasm of n1shing, foaming water that seeks •
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by a narrow bridge. Until the kitchen court fell into to drag the unwary down, and away.
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the sea in 1639 killing several servants, the castl�
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IELTS Reading ·rests

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Questions 29-33
- Choose one phrase (A.:E) from the List of places to label the map below. Write the appropriate letters (A-E) in Boxes
29-33 on your answer sheet.
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List of pl.aces
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A. The Sperrin Mountains ••

B. Dunluce Castle
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• Do the statements below agree with the information in Reading Passage 3? In Boxes 34-37, write:
Yes if the stuten1ent agrees with the information in the passage

I Not Git1en if there is no information about the statement in tbe passage
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36. There were more than 1500 men on the Girona when it went down.
37. the writer disagrees with the viewpoint that the Giant's Causeway is not -.vo1th going to visit.
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IELTS Reading Tests

Questions 38-40 I
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38. The writer feels that the Giant's Causeway is ...

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A an unsettling place
B a relaxing place iI
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C a boring place
D a place that helps one unwind
39. Where was this passage taken from?

A the news section of a newspaper
B a travel section in a newspaper
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C a biography •
D an academic journal on geography
40. Which of the foUowing would be a good title for the passage?
A The Roe Valley Park

B The Giant's Causeway
C Going East to West
D A leap into history
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Reading Passage 1
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Lotte and Wytze Hellinga
A. As a studen� at the University of An1sterdam after the Second World War, Lotte found herself stimulated
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first by the teaching of Herman de la Fontaine Verwey and then by that of the forceful p.ersonalitY,. of
Wytze Hellinga, at that tii11e Professor of Dutch Phltology at the University. Wytze Hellinga's teaching
was grou11ded in the i.dea of situating what he taught in its context. Obliged to teach Gothic, for example,
be tried to convey a sense of the language rooted in its own time and environn1ent.
B. Study of the book v,as becon1ing increasingly important at the University of A1nsterdam at this period, I
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as the work of de la Fon�aine Verwey and Oerrit Willem Ovink testifies. Wytze Hellinga's interests,
formerly largely in a socio-linguistic direction, were now leaning more towards texts and to the book as
the medium that carried w1itte11 texts.
C. Much of Wycze's teacrJng followed his own research interests, as he developed his ideas around the
sense that texts should properly be understood in the context of their method of production and
ctissemination. He was at this time increasingly turning to codicology and to the classic Anglo�Saxon
n1odel of bibliography in the realization that the p1an to produce a proper critical edition of the works of
Pieter Corneliszoon Hooft, the seventeenth-century poer, dramatist and historian, depended on the
application of the skills of analytical bibliography.
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D. Encouraged by his work, Lotte produced an undergraduate thesis on the printer's copy of the Otia of
Constantijn Huygens (The Hague, 1625). This work, incidentally, has never been published, although an
article was regularly announced as forthcotning in Quaerendo during the early 1970s.
•
E. On graduation in 1958, events took a tu.rn that was to prove fateful. Lotte was a\.varded a postgraduate
fellowship by the t'lederlandse Organisatie voor Zuiver-�/etenschappelijk Onderzoek (or z. W.0.) to go
,
10 England ro study fifteenth-century printing, and Marie Kronenberg, the doyenne of Dutch
bibliographers, ruTanged for her to be "taught incunabulizing'' (as she put it) by Victor Scholderer at the
British Museun1.
F. As an honorary Assistant Kee1,er at the Museum, lhen, she came to England in 1959, assisting among
other things \Vith the preparation of BMC volume IX (concerning the production of Holland and Belgiu1n)
while studying the texts of the Gouda printer Gerard Leeu to see if the sources (and hopefulJy printer's '· ·
copy) for his editions could be jdentified. A1thot1gh the subject proved difficult to define immediately so
' as to lead in a productive direction, most of this work was nonetheless to find its "Nay into print in such I
·1
•• collaborative publi�tions as the Hellingas' Fifteenrh century printing types, the edition of the Bradshaw
.• •.
correspondence and the 1973 Brussels catalogue, to each of which we shall return. But during her time
. '
• • at the Museum, Lotte's attention was also· attracted by st1ch things as English provenances on early
I
.. printed continental books, a.r1 i.t}Lerest whicli has stayed with her througJ1out her career. . . •
• •
. .- ' . .... . .
.. . G.· ·Wytie's attention too was tu1ning tO\Vards ii'1CUI1abula at this time, as witnessed by the fifteenth-century
1
... •. •
examples used in his Copy and Print in the Netheriands (1962), and there began a fruitful period of
.. collaborntiv� work which was issued in a stream of short bibliographical aiticles on Low Countries
..
•
,. . . incunabula, and cu1ri1inated trium1>hantly in the ground-breaking Fifteenth-Century Printing Types of

·. •
[
the Low Countrjes, commissioned (at Wytze's instance) by Menno Hertzberger in 1961 and published in
74 © Sam Mccarter & Judith Ash

•
•
--·--· ·� .... . --- . . . -·- ---·- •. - --· .. . - • . . ... ·----- -------- .
.
IELTS Reading Tests
•
1966. These years saw periods·of intensive study in the libraries strongest in the incunabula of the Low
Countries, with whole summers passed in Cambridge and Copenh �gen as well as shorter visits to libraries
- from Oxford lo :Vienna.
H. The partnership between Lotte and Wytze was also to lead to marriage and to the birth of their son.
•
Between 1961 und 1975, the Helliogas were in Amsterdam. In 1965, Lotte had obtain.ed a research
assistantship for Dutch prototypography from the Z.W.O., and from 1967 she was teaching at the Institute
of Dutch Studies at the University of Amsterdam. She continued to develop her interest io analytical
bibliography in a number of directions, perhaps most strikingly in important work on early Dutch printing
and an examination of the Coster question. She ,\lso contributed to the catalogue which accompanied the
exhibition held in Brussels in 1973 to commemorate the quincentenary of the introduction of printing to
the Netherlands, a collaborative work that still provides the best presentaLion of the work of the early
printers of the Low Countiies.
I. The year 1974 saw the award of a doctorate by the University of An1sterdam for her thesis on th�
relationship .between copy and print in a tifteenth-centl}ry printtng-house, Methode en praktijk bij het
I
zetten van boeken in de vijftiende eeow. This seminal work. remaining as a Dutc.h dissertation of limited
diffusion, has perhaps not been as widely read as it deserves. There followed a year's respite from
teaching in 1975 with tbe comn1ission from Ensched, to edit Han·y Carter's translation of Charles
Ensched, 's Type foundries in the Netherlands, at length published in 1978. •
Questions 1-8
Reading Passage 1 has 9 paragraphs (A-1). Choose the most suitable heacling for each paragraph from the list of
headings below. Write the appropriate nun1bers (i-xv) in Boxes 1-8 on your answer sheet. You may use eacb beading
•
only once.
.I NB. There are more beadings 1han paragraphs. so you wi II not use aJI of them.
I
1. Paragraph A
2. Paragraph 13
5. Paragraph E
6. Paragraph F
I•
3. Paragraph C 7. Paragraph G
4. Paragraph D 8. Paragraph H
• .. • • •
Example: Paragraph I: iii
••
••1,• '41111 .
t
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••• • ••
List of headings . • . • ..
l
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• • •
. .
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. . ' .. . ' -. .
•• I
I .... . 1t • • ••
i.The classic Anglo-Saxon model ix. Lotte's worlc in"Eogla.nd •

;
ii.
Lotte to go to England • x. The development ofWytze's research .. ·
More recognition deserved
i�i. •
, xi. Back in,Amstcrdam, :-,.. ;;.:· .. .. •• .. • • • .
• ·.; . -!;�>-:·.
:iv.
V'{yue's
. ' re�arch
. in Oxford
. • • . · xri. A postgraduate ·�tudeqt at.,un1vers1ty. . . . . : .. '..
t 'J ' • ' 1 1' , O ,)..,• •· ' • fl ' "\ I
. v:: Wytze'sr interest in texts and the book . •, ·• ., ,•• ... ·.• � � .... ·,:,· ... .- , "' • •
,1 ,,. :
. .. ·•·· .1 .L •
·
� .
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tton ·. · _.
X111. A SOCtv-J.lll gwSt:.iC ec . . ,
.
. . . .
. .. ' ··:...('1!_'· .
• '. I . ,,
•,
vi. Lone unpublished . '

.. . ,• 't • I •'
\•
••
•
xiv. Wytte'.s ��erest in �nc�b,ola ·. , ....
vii.· Lotte to be published
.. .... • xv. The birth·of·a
•
r
,.. son , · · · · .� · . . . .
viii. Lotte's firs_t influences at university .. \. •
> .. .•
•
. . .• .. .... t·· • •
. ..
··
•....
.. •···> r·
4
"'
: •
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• • • -: • • 1
• '
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e Sam McCaner & Judith Ash 75
•
• •
•
..
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.. . . ·. �. . . . . ..·- -····--. -· _......... .. .. . . __.,... . .. •
IELTS Reading Tests
Qt1estions 9-14 '•
I
Do the staternents below agree with lhe infonnatioo in Reading Passage 1?
rn Boxes 9-14, write:
Yes if the statement agrees with O,e informalion in the passage

!'lot Given if there is no information about µie state1nent in the passage
. � .
Example: :.�t university, Lo.tte �as first stimulated by the tea�hing of de la Fontaine Verwey: . ·
I•• . . . . • . •+ ,.
.•
- •
- ' ..
• • • ,·
-.
.
'• r'
. .
,. • : •
- . . ·:
' . . ...... � • ....•...
•
.. • • • • I •
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,• :'' • ! t,' :
.· . . ..:.. ·. . . �
..
•. • '• • •' ·} • • fllt ,.. . ·�.
• • .
Answer: ·Yes:. . ·,.. : , �- ..· ·
• • \ • J ••
: ';· ., . • ·. .
I
•
..
'
11 1' 1
• • \
•
9. Lotle studied at the U11iversily of A1nsterdan1 after the Second World War.
IO. Prior to his interests in the book, \VytLe's ulterest was mainly io socio-linguistics.
l l. According to Wytze; I-Iclinga. the production and disse111ination of books were not really matters of in1portancc.
12. When Lotte 1nove<l to England, she found it dLfficult to settle in i11itially.
13. Lotte lived ar:d \>v'orked in An1sterdan1 during part of the 60s and 70s.
14. Lotte's post-graduate thesis w.ts widely disse1ninated.
Question 15
Choose lhe appropriate letter A-J) and v.•rite· ir in Box 15 on your .1nswer sheet.
15. The passage is an extract from a rnuch !urger text. What type of text is i:?
�A a biography
I
-V'
.,
B a newspaper editorial
I
• •
•' •. i:- .C
D
a bibliography
a travelogue l
•
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Reading Passage 2
You shguld spend about 20 n1inutes on Questions 16-27, which are based on Reading Passage 2 below.
Party Labels in Mid-Eighteenth Century England

•
• A. Until the late 1950s the Whig interpretation of English history in the eighteenth century prevailed .
This was successfully challenged by Lewis Namier, who proposed, based on an analysis of the
I
j voting records of MPs from the 1760 intake following the accession to the throne of George 111,
I
that the accepted·Whigffory division of politics did not hold. He believed that the political life of
the period could be explained without these party labels, and that it was more accurate to
I characterise political division in terms of the Court versus Country.
• •
B. An attempt was then made to use the same methodology to determine whether the same held
l for early eighteenth century politics. To Namier's chagrin this proved that at the end of Queen
l Anne's reign In 1714 voting in parliament was certainly based on party interest, and that Toryism
and Whiggism were distinct and opposed political philosophies. Clearly, something momentous
f had occurred between 1714 and 1760 to apparently wipe out party ideology. The .Namierite
. I
explanation is that the end of the Stuart dynasty on the death of Queen Anne and the beginning
of the Hanoverian with the accession o·f George I radically altered the political climate .
. ·,
C. The accession of George I to the throne in 1715 was not universally popular. He was German,
spoke little English, and was only accepted because he promised to maintain the Anglican
religion. Furthermore, for those Tory members of government under Anne, he was nemesis, for
his enthronement finally broke the hereditary principle central to Tory philosophy, confirming
I the right of parliament to depose or select a monarch. Moreover, he was aware that leading
Tories had been in constant communication with the Stuart court in exile, hoping to return the
banished King James 11. As a result, all Tories v..rere expelled from government, some being
I I
forced to escape to France to avoid execution for treason.
D. The failure of the subsequent Jacobite rebellion of 1715, where certain Tory magna1es tried to
replace George with his cousin James, a Stuart, albeit a Catholic, vvas used by the Whig
administration to identify the word 'Tory' wit11 treason. This was compounded by the Septennial
Act of 1716, limiting elections to once every seven years, which further entrenched the Whig's I
power base at the heart of government focussed around the crowR. With the eradication of one I•••
•
I
of the fundamental tenets of their philosophy, alongside the systematic replacement of all Tory
!
positions by 'A'hig counterparts, Tory opposition
•
was effectively annihilated. There was, however, •
a grouping of Whigs in parliament who were not part of the government.
•
l
E. The t,,JPs now generally referred to as the 'Independent Whigs: inherently distrusted the power
of the administration, dominated as it was by those called 'Court 1/lhigs'. lJ1e Independent
vVhig was almost invariably a country gentleman, and thus resisted the growth in power of
II those whose wealth was being made on the embryonic stock market. For them the permanency
of land meant patriotism, a direct interest in one's nation, whilst shares, easily transferable,
I
could not be trusted. They saw their role as a checl< on the administration, a permanent guard
against political corruption, the last line of defence of the mixed constitution of monarchy,
I aristocracy, and democracy. The reaction against the growing mercantile class 1Nas shared by
the Tories. also generally landed country gentlemen. It is thus Namier's contention, and that of
tt1oso who foilow his ,Nork, that by the 1730s the Tories and the Independent Whigs had fused
...___..__-·-----·----·---·----------------..--------:-:. .-
•
.
© Sarn McC'.tutcr & Judilh Ash 77

•
•
.· • • --· • • • -
•
·IELTS Reading Tests
to form a Country opposition to the Court administration, thus explaining why voting records in
1760 do not follow standard party lines.
F. It must be recognised that this view is not universally espoused. Revisionist historians such as
Linda Colley dispute that the Tory party was destroyed during this period, and assert the
I
continuation 9f the Tories as a discrete and persistent group in opposition, allied to the
Independent Whigs but separate. Colley's thesis is persuasive, as it is clear that some, at II
least, regarded themselves as Tories rather than Whigs. She is not so successful in proving the
persistence either of party organisation beyond family connection. or of ideology, beyond
tradition. 'Furthermore, while the terms 'Tory' and 'Whig' were used frequently in the political I
press, it was a device of the administration rather than the opposition. As Harris notes in his
analysis of the 'Patriot' press of the 1740s, there is hardly any discernible difference between
Tory and Whig opposition pamphlets, both preferring to describe themselves as the 'Country I
I
Interest', and attacking 'the Court'.
•
Questions 16-20
Reading Passage 2 has 6 paragraphs (A-F). Choose the most suitable heading for each paragraph from the list of
headings below . Write the appropriate numbers (i-x) in Boxes 16-20 on your answer sheet.
I
:I
I
One of lhe hen.dings has been done for you as an example.
NB. There are more beadings than paragraphs, so you will not use all of them.
16. Paragraph A
L 7. Paragraph B •
18. Paragraph C
l9. Paragraph D
20. Paragraph E
• •
. •• •• •
I
.
•
Example Paragraph F Answer: iii
.. • • • 1
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i. 11le Wb.igrrO.ry divisior\ d�coun(ed ·� .· ; ;
ii.
.iji,
Maintaining the Anglican religion
The fusion theory challeogcd and supported
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iv. The consequences of Geo�e· 1 ·s access'1 on ·. ·
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viii. The Tory opposition effectively destroyed-· ,

•• ·. �· The fusion of the Independent Whigs �d the Tory lruJ.do�rs ...,. �:: :...:: •. ,{f::·� ·iJ, : ·�\•..,.' :·,:\.;;-·. i.l·,; • \ ·::·
• • x: The Whig interpretation of history . . · · · · .• .. , · · ·. � · · , . . : .! ', i·: ,N, ·,, : . · •
• "'
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78 4} Sam McCarter &. Judith Ash
. .
,
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I ELTS Reading Tests \
•
y
Questions 21-27
- Do the statements below
. agree with the informatioo in Reading Passage 2?

' No if the statement contradicts the information in the passage
Not Given if there is no information about the statemenr in the passage
•
I '
'
'
. . . . . - •' ·.· .. .
_Example: Until the late 1950s th� Whig interpretation of English. hl�t�ry. was· the 9�e tl1at w� widely ��cepted. ·
.
� . ·,• ·- . : .• ... ..� t • • '

•
' • ..
•
• •• • • t
.. .
· Answer: Yes. , . • • • •
• ••
•
.. • .. . • • •
21. According to Na1nier, political divisions in the 1nid 18'h century were not related to party labels.
22. According to Namier, something happened between 1714 and 1760 to affect party ideology.
.I 23. George l was not liked by everyone.
24. The Independent Whigs w.ere alJ landowners with large estates.
25. Neither the Independent Whigs, nor the Tories trusted the mercantile classes.
.l 26. Namier's views are supported by Colley.
I
27. Harris's analysis of the press of the 1740s is used by Namier to support his own views.
•
• ••
I
I
I •
.
•.-
. I
I
.-_ ........ ·-·----------- -----·-------------------------

• I
((') l:nr,, I.Ar<':11��·· ll.r .Tmlith A�h
79
IELTS Reading Tests
Reading Passage 3
You should spend aboul 20 minutes on Qu�tions 28-40, which are based on Reading Passage 3 below.
A. The m�dical profession is currently under siege the doctor it is merely a logical and objective
as never before with a spate of high profile
malpractice cases. This attack is taking place
process. Apd so, the chances of the doctor/
patient communication breaking down are high
if the doctor is not sufficiently skilled in
I
at a time when the Natioilal Health Service is
·1
undergoing a 'culture change' brought about by hand ting the patient's en1olional needs. A doctor
a shift in the public's ntlitu�es to authority, in must be able to deal with the full range ·of a
general, and, more specifically, by the patient's feelings, showing sympathy and
demystification of medicine. The perception e1npathy especially when handling diffjcult
that doctors are a race apart is finally beginning situations, I ike breaking bad news etc.
to wane. F. Another aspect of the good bedside manner,
B. These forces have, fortunaLely, already led to a which is more often than not overlooked' is
number of radical developments in the last five having the ability to truk to patients using lay
language that !hey understand, while, at the·
II
or six years in Lhe way doctors are being rrained,
with greater en1phasis now being laid on a more same time, avoiding any hint of condescension,
patient-oriented approach. Whilst, in the past, or being patronising. The inability to do this
communicating effectively with patients was
left basicaUy 10 chance, this is no longer the
case. As pa11 of their final assessmenl, doctors
has a number of effects. When doctors use
medical jargon, patients feel that they are trying
co bide something. Doctors can also give the
II
•
now have to talce a practical examination where
their communication as well as clinjcal skills
impression that they do not know what they are
talking about; or even that they do not know
the solution lO a problem.
I
are carefully scrutinised.
C. If you ask n1ost people \Vhat makes a good G. It is also essential that the doctor at all times is
able to rnaintain authority. For example, doctors
doctor, they will not say son1eonc with i;otmd
medical knowledge. rfhe first thing that will need to deal with so,ne patients' belief tl1at
n1edicine is infallible, i.e. that the doctor bas
spring to mind i� a good bedside m�er; h1
olhcr words, good conununicacion skills. But the panacea for every woe! This is certainly no
what does a good bedside n1 anner. or easy task, as most people's expectations are
con1munication skills , entail? raised by the daily diet of wondrous I
developmenrs in medicine.
D. All Loo often people complain about the Jack
I
H. The olher side of the coin is that, as people's •
of sensitivity of the doctors they encounter awareness and knowledge have increased,
whether they tie generalists or specialists. Son1e aJbeit often misinformed by the internet etc, the •
II
other frequently voiced criticisms are that stronger their doubts about the medical
doctors sound as if they are delivering a lecture
I
profession have become. And coupled with the
\vhen talking to palients; pontificating from on
rise in general educational awareness, the public
I
• • high. Or that they lack basic social skills; or •
have consequentJy a lower regard for doctors.
iodeed that they a�e bad listeners, concerned
This, in turn, has affected doctors· ability to
only with delivering their message rather than • • communicate. They are not able to hlde behind •
becoming involved with any kind of negotiation
the veneer that technical jargon created.
with the patient. So it would be safe to say that
.• • . . • •
•
I. At Last, the pendulum has swung in the patient's
the n1ost �mportant aspect of a good bedside.
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themselves to the patient's needs rather than the
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E. From the patients' point of view, the interaction patient approaching some awesome god-like
they have during their consultation
•
with a doctor figure. The �eil has been lifted and the temple
is very personal nnd hence emotional, while for •• violated
80 () Sam �jcCar.er & Judith Ash
Questions 28-35
Reading Passage 3 has 9 paragraphs (A-1). Choose the most suitable heading for each paragraph from che list of
headingi, below. Write the appropriate numbers (i-xv) in Box es 28 -36 on your answer sheet
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33. Paragraph G
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xii. Changing attitudes effect changes in doctors' training •
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xiii. The swinging pendulum •
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xiv. Meeting patients
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xv. A culture change in the National Health Service • •
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Questions 36-40
Choose the oppropriate letters A-D and \vrite 1hem in Boxes 36-40 on your onswer sheet. •
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36. The change in people's attitude to authority has, in part, ...

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A mystified n1edicine
t B improved medical trainil1g considerably
C affected people's feelings about authority
D effected a cultural change in the health service
•
C Sam McCarter & Judith Ash 81

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•
IELTS Reading Tests

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37. Which of the following statements is lrue according to the information in the passage?
A Doctors need to be able to use lay language with patients and, at the same time, to avoid talking down to the
patient
B Doctors do not need 10 be able to use lay language with patients. nor to avoid being condesceocling to the patient
C For doctors, the use of lay language with patients is not important
D For all medical personnel. the use of lay language with patients is important
38. Ho,v would you describe the writer's attirude to the changes in meclical training?
A He is in' two-n1inds about the changes

I
I
B He is against the changes
C He is luke-warm about the changes
D He is for the changes
39. Which of the following is the most suitable title for the passage?
A A change of emphasis in the doctor/patient relationship

B The patient's perspective
C An overview of medical training
D A panacea for all ills
40. The author wroce the passage ... I

I
A to criticise the new developments in 01edicine
• .8 to show how the public's shift in attitude to doctors has brought about changes in the doctor/patient relationship
C to show how the medical profession needs to be changed
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D to blame the medical profession fo-r society's ills
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Reading Passage 1
You should spend about 20 n1inutes on Questions l-14, ,vhich are based on Reading Passage 1 below.
This is very 1nucb tl1e story of a story
The outline of the tnle has been told before: It can be found in Edward Miller's history of the British Museum.
ArundelJ Esdai1e's book on the British Museum Library, rather more chattily, in Edward Edwards's Lives of the
founders of the Museun1, and most recently, and its first excursion chis century outside the literature of the
Museum. in Christopher Hibben·s nevi biography oi George Ill.
,
The December 1850 issue of the Quar/erly Revie'h-' contains a long article reviewing a number of official
repons into the functioui.J1g of the British Museun1 (including incidentally zr review of I.he House of Commons
I
Select Comn1ittee report of 1836, fifteen years earJier: it is never coo late to review a good report Although
anonymous, it was written by Richard Ford, probably best remembered today as the author of Murray's
Handbook for travellers in Spain.
The review contains much Lhnt is entertaining and amusing, and 1 must say it can be recommended today to
anyone concerned with organising Library services, but for our purposes the bit lhat matters is the nllegation
that, an,ong other things, George rv hod been considering selling George Ill's Library to the Tsar of Russia,
until the British govem1nent intervened and a1i-anged for its lransfeJ instead to the British Museum .
.
This story was picked up during 1851 by a nun1ber of contributors to Notes & Queries, where various
mischievous observalions abour what happened and who was involved were made. These comments revolved
chjefly round the suggestion lhnr the King's Library was not U1e munificent gifc to tho nation that it was
claimed to be, but that the governn1enc hud in effect had to buy the Ljbrary, either directly by purchase, or
indirectly by agreeing to treat the King's requests for money 1nore sympathetically than hitherto.
In August l851, however. came a commL11lication to Notes & Queries of a different kind from the previous
notes, which are rather n1ore gossipy in nature. le is signed "C.'' He writes: ''l have delayed contradicting the
stories told about the King's Library in the Quarterly Revie�v of last December ... 1 am sorry to say still more I !
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gravely and circumstantially reproduced by the Editor of Notes & Queries. l have delayed, I say, until I was
enabled to satisfy myself n1ore completely as to one of the allegations in your Note."
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"C." goes on: "I can now venture to assure you that the whole story of the projected sale to Russia is
absolutely unfounded... He then goes on to sketch in background about George IV's wish to dispose of the
Library and the govemn1ent's success in getting it to the British Museum.
"C." then objects in particular to the suggestion, made by the Notes & Queries editor rather than in the
Quarterly, that Princess Lieven, Lhe well-known socialite and friend of George IV's, whose husband was
Russian ambassador in London nt the time, had been involved in the plan. He explains that Princess Lieven
was adamant that she had known of no such proposal, and therefore that that was that
But that was not that. ·The December issue of Nores & Quer:ies includes a short note, signed "Griffin",
arguing that while Princess Lieven may claim to have known nothirig, it did not mean that there had not been •
talk about a Russian purchase. "Griffm" also suggests that one of the King's motives for getting rid of the
Library w�s to sort out problems arising fro1n George Ill's Will (a suggestion, as has been pointed out
• before, that is i'ncidentally supported by an entry fron1 early 1823 in the journal of Charles Greville).
This provoked •·c." ro return to the matter in early 1852, when he argued that it �,as inconceivable that
• Princess Lieven would not have known I.hat such a thing was in the air, given her court and social connections.
•
Io other words, the Russian connection is just idle speculation.
84 C Snm McCarter & Judilh Ash
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IELTS Reading Tests

An interesting aspect of all this is that the initial st�ing and rumour-mongering was all to do with money:
was the library, or was it not, paid for? It is the intervention of "C." and his fervent denials that bring the
I
Russians into prominence.
The identity of "C." is obscure. Arundel! Esdaile identifies him as Jobn Wilson Croker, the veteran politician
I
and essayist. This seems to me unlikely: Croker was certainly involved in public affairs in the 1820s, but he
I was also a major contributor, a sort of editorial advisor, to the Quarterly Review, where the original offending
- )
article appeared. Indeed he wrote his own piece for it on the Museum in the December 1852 issue, without
.• referring at all to the King's Library stories, and referring to Richard Ford's article in respectful not to say
glowing terms. A·footnote to his article, however, states that the Quarterly expected to publish an authoritative
' account of the King's Library business in the future: it never did.
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Questions 1-6
l Do the statements below agree \vith the infonnation in Reading Passage l?
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I. The story that the writer is telling has only ever been carried in publications relating to the British Museum.
l 2. When published, the review of several reports on the workings of the British Museum io the Quarterly Revie�v was
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anonymous
.
j 3. The writer claims .that it was Richard Ford who wrote the review of several reports on the workings of the British
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Museum in the Quarterly Review.
.
! 4. Richar d Ford alleged that George IV was planning to sell his father's, i.e. George ID's, library to the Tsar of Russia.
5. Murray wrote the Handbook for travellers to Spain.
I 6. The British Govern1nent bought George IV's father's library for a very large sum of money.
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Questions 7 -10 [
Complete the sentences below. Use NO MORE THAN FOUR WORDS from the passage to complete each blank
space. . .I
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Write your un:.-wers in Boxes 7 - 10 oo your answer sheet.
7. George !V's falher's collection of books is known as the ______

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s. Doubting that
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tbe collection was given to the nation. some commentators said it was not a _______. 11i
9. "C." says that the story about the sale of the books to Russia was----·
10. According to "C.", Princess Lieven was not ______ .

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Questions 11-14 •
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11. 'Griffin ' argued that the connection with Russia ...
A
B
could not be trusted
wac; genuine
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C was possible
D was worth examining
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12. Charles Grevitle ... •
A does not corroborate Griffin's suggestion that the sale of the Library was connected with George ID's Will
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B partially supports Griltin's suggestion that the sale of the Library was connected with George ID's Will
C corrobor-.ites Griffin's suggestion that the sale of the Library was connected with George Ill's Will
D was Prilne Minister in Che early 1820s
13. Which of the following is true according to the text?

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A
B
C
D
The identity of "C." is obvious
The identity of "C." is not clear
The identity of "C." is Arundell Esdaille
The identity of "C.'' is John Wilson Croker
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B
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was an eaicor
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was someone who advised politicians
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D was n minor contributor to Notes & Queries
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IELTS Reading Tests

Reading Passage 2
You should spend about 20 minutes on Questions 15 -27, which ace based on Reading Passage 2 below.
•
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De profnndis clamavi*
•I A. But not too loud! According to the Royal National Institute for Deaf People, there has been a threefold
increase in hearing loss and, in future, deafness will become an epidemic. It is hardly surprising that new
research shows complaints about noise, in particular loud music and barking dogs, are on the increac;e.
So dire has the situation become that the National Society for Clean Air and the Environment was even
1noved to designate 7 June 2000 as Noise Action Day.
•
I
I B. There are so many different sources.of noise competing for people's attention. Travelling on a train as it
saunters gently th.rough the countryside was once a civilised and enjoyable experience. That delight has
•
I all but disappeared. Because we have to reach our destination more quickly, the lrain hurtles at break
I neck speed along tracks not designed to carry carriages at such high velocity. The train is noisier. And so
are the Qccupants. They have to compete with the din of Lhe train; and the conversations of their fellow
l travellers. And then there are the ubiqttitous headphones (one set if you're lucky); not to mention that
bane of all travellers, the mobile phone-not one's own, of course, because one has switched it off. The
noise sensitive, a growing minority group, are hit by a double whammy here: the phone going off and
I the person answering in a loud voice, because they cannot believe the other person can hear. And let us
not forget computer games making horrid noises given by parents to keep their children quiet! It is,
. however, gratifying to see that some train companies request people to keep the volume of their headphones
I down. It still strikes one as strange that people have to be remin. ded to do this. Like no-smok.iog carriages
J we should have more no-noise carriages: mobile-free, headphone-free, computer-free zones!
C. And the answer? Stay at home? No, not really. The neighbours do DIY: if you are lucky between 9 atn
l
and 7pm, and, if you are not, 24 ho. urs a day. They play loud music, sing, play the piano, rip up their
carpets; they jump up and down on bare floorboards to annoy you further. They have loud parties to
I
irritate you and cats, dogs and children that jump onto bare wooden floors and make your heart stop.
'! And, because they want lo hear the music in other parts of their flat they pump up the volume, so that
. I you can feel the noise as well as hear iL And if you are very fortunate, they attach the stereo to the walls
above your settee, so that you can vibrate as well. Even if you live in a semi-detached or detached
property, they will still get you.
I D. People escape to the countryside and return to the urban environment They cannot tolerate the noise�
the tractors, the cars and the motorbikes ripping the air apait as they career along country roads. Then
there are the country dirt-track ralljes that destroy the tranquillity of country week-ends and holidays .
I Arid we mustn't forget the birds! Believe me, the dawn chorus is something to contend with. So, when
I
you go to the countryside, make sure you take your industrial ear-muffs with you!
E. A quiet evening at the cinem�. perhaps, or a restaurant? The former will have the latest all-round
I stereophonic eardrum-bursting sound system, with which they will try to deafen you. Film soundtracks
register an average of 82 decibels with the climax of some films hitting as high as 1201 And, in the
• restaurant, you will be waited on by waiters who have been taking their employers to court, because the
noise in their working environment is way above the legal limits. Normal conversation registers at 60
decibels. But noise levels of up to 90 are frequent in today's restaurants. The danger level is considered
l to be any noise above 85 decibels! What is it doing to your eardrums then? Shopping is also out, because
' stereophonic sound systems have landed there, too.
De Profundis tlamavi. The opening words in Latin of Psalm 130: Out of the depths (of despair), I have cried unto you ( i.e. Lord).
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IELTS Reading Tests
F. Recently the law in the United Kingdom has been changed vis-a-vis noise, with stiffer penalties: fines,
confiscation of stereo equipment and eviction for serious offences. Noise curfews could also be imposed
in residential areas by enforcing restrictions on noi.se level<; after certain times in the evenings. Tighter
legislation is a step in the right direction. But there is no one solution to the problem, least of all recourse
to the law; in fact, in some well-publicised cases, the legal and bureaucratic process has been unbearable
I
enough to drive people to suicide.
G. The situation needs to be addressed from a variety of different angles simultaneously. There are practical
solutions like using b_�ildinit 111��r��l�jn .flats and houses that absorb sound: sound-proofmg material is
· already used in recording studios and, whilst it is far fron1 cheap to install, with research and mass sales,
prices will come down. Designers have begun to realise that there is a place for soft furnishings in
restaurants, like carpets, so.ft wall-coverings and cushions. As well as creating a relaxing ambiance, they
absorb the noise.
H. Info�mal solutions like mediation are also frequently more effective than legislation. And the answer .
may partly be found in the wider social context.The issue is surely one of public awareness and of
I
politeness, of respect for neighbours, of good maimers, and also of citizenship; in effect, how individuals
operate within a society and relate to each other. And, perhaps, we need lo be taught once again to
tolerate silence.
Questions 15-21 I
Reading Passage 2 has 8 paragraphs (A-H). Choose the most suitable heading for !!ach paragraph fro1n the list of
headings below. Write the appropriate nu,nbers (i-xiii) in Boxes 15-21 on your answer sheet.
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One of the headings has been done for you·as an exnmple.
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IELTS Reading Tests
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Questions 22--27
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The passage contains a number of solutions for particular areas where noise is a problem. Match the solutions {A-L)
to the problem areas {22 - 27). If no solution is given, choose A as the answer. Write the appropriate letters (A-L) in
Boxes 22-27 on your answer sheet.
l, NB. There are more solutions (A-L) than sentences, so you will not need to use them all. Except for A. you may use
each solution once only.
22. Trains 25. Homes

• • 23. Cinemas 26. Living in a rural setting
24. Restaurants 27.Shops
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List of solutions
l A. No solution given in the passage G. Music should be turned down
B. People should be sent to prison H. The noise laws should be relaxed
I C. More sophisticated sound systems needed

0. Sofl furnishings needed
I. Shops should have restricted opening hours
J. Trains should be sound-proofed
E. People should stay at home K. More noise-free carriages should be introduced on trains
F. Sound-proofing malerials should be used L. Visitors should take industrial ear-muffs with them
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Reading Passage 3
You should spend nbout 20 minutes on Questions 28-40, which are based on Reading P�ge 3 below.
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Classical and modern whereas grammar schools have seen a 20% decline.
Latin candidates from Independent schools have
In the United Kingdom al university level, tg� fallen by only 5%. As a consequence, classics has
decline in the study of Latin and Greek, the classics, been releg ated to the 'better' grammar or
has been reversed. As a resull of renewed interest comprehensive schools, and the minor and great
in reading classical literature and history, more and public schools. Only one third of Latin GCSE
more students are enro\ling
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on classical studies entries come from the stote sector. It can, therefore,
courses. The purists may dep!or� this development be of no surprise tp anyone when the pursuit of a
- 'it is yet another ex.ample of the 'dumbing down' classical education is attacked as elitist.
of tertiru.y education with students studying classical
literature and history in English rather than the Tainted by this misconception, the classics are then
original languages'. And, I must admit, they do have further damned as being irrelevant in the modem
a point. But the situation is surely not as djre as the world. Having been pushed into such a tight corner,
ultimate demise of classics as an intellectual it is difficult to fight free. A classical education is
discipline. so unlike, say, business studies or accountancy
where young people can go directly into a
A classical education is a boon and should be profession and find a job easily. For classicists, this
encouraged. But, before looking ac the advantages is not an option. Other than teaching, there is no
of studying the classics, which appear, incidentally, specific professional route after leaving university.
more indirecl and less tangible than other And, with the pressure in the present climate to have
disciplines, let us exan1ine the criticisms that are a job, it is less easy than previously for young people
often levelled against studying Latin and Greek. to resist the pressure from the world outside
academia, and from their families, to study
The decline in the teaching of classics something else that will make them money. The
The 60s with their trendy ideas in education are

blamed for the steady decline in studying the
relevancy argument is a hard nut to crack.
The pertinence of a classical ed�ucation

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classics. Bur the rot had set in much earlier, when
Latin and Greek were no longer required for Latin and Greek have been damned as dead
university enttance. With the introduction of the languages that offer us nothing. The response to
National Curriculum in secondary schools came the this criticism is, in fact, straightforward. Most
biggest blow. Schools came under pressure to European languages are a development of the • '
devote more time to core subjects like English, classical continuum. And so having even a
mathematics, the sciences, history and geography. rudimentary knowledge prepares pupils for
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.• • This left scant room . for the more 'peripheral' understanding other modem European languages.
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subject areas like lhe classics. There was a further ,. As for pertinence in the modem world, learning
squeeze with the rush into teaching IT and Latin and Greek are highly relevant. The study of
computing skills. As schools could no longer choose these languages, develops analytical skills that have,
what they w�nted to teach, so subjects like the to a large extent, been lost. They teach discipline ••
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classics were further marginalised. Take Latin. In and thinking and open up the whole of Western
1997, 11,694 pupils took Latin GCSE, while, in civilisation just as the discovery of the classical
l988, the number was 17,000. Comprehensive world did during the Renaissance.
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schools now supply 40% fewer Latin candidates, -
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90 Q Sam McCuter& JudilbAsb
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IELTS Reading Tests • •
Latin has also been called food for the brain. It gj ves society is the lack of thinking ability among even
students a grounding in the allusions in much of the best graduates. They enter work, perhaps as
• • European literature and tho.ught. Modem writers bright as any of their predecessors. But without tl1e
do not use these allusions themselves, frrst, because necessary skills they run around trying to reinvent
they do not know them, and, second, because their the wheel. As Ecclesiastes says: nihil novum sub
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audience does not know them either. Sadly, most sole est.
I people no longer have the ability to interpret the
allusions in art and the same has happened with the But help is at hand. Concerned by the fact that fewer
• •• classics vis-a-vis literature. and fewer teenagers have access to a range of
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foreign languages, the government is harnessing the
The danger to Western and world culture is great if power of the Internet to introduce a distance
the classical tradition is lost. The spiral of decline leaming programme, where pupils will study Latin
is not just restricted to the United Kingdom. Other and other minority languages at their own pace.
European countries face the same loss to their Initially piloted in 60 schools from autumn 2000,
II heritage. If we abandon the classics, we will not be
able to interpret our past and to know where we
the internet-based courses will enable pupils to
access advice from specialists by e-mail.
have come from. A common refrain in modem
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Questions 28 - 31 •
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Do che statements below agree with the information in Reading Passage 3?
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No if the statement contradjcts the information in the passage
Not Given if there is no informatipo about the statement in the passage
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28. Fewer students are reading classical studies at university than before.
.I 29. The purists welcome classical studies courses unreservedly.
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30. The writer agrees fully with lbe purists' point of view.
31. A classical education is frowned upon in political circles.
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IELTS Readfng Tests

Questions 32-40
Complete the text below, which is a summary of the writer's opinion on n classical education. Use One Word Only
from the text to complete each blank space. Write your answers in Boxes 32-40 on your answer sheet.
You may use each ,vord once only.

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Reading Passage 1
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Complementary medicine - an overview

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A. The Lerm 'alternative practitioner' first became common currency in the 1960s as part of a movement in
healtl1care which espoused a value system quite distinct from orthodox or western medicine. More
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recently, 'practitioners of complementary medicine' have sought to defme l.bemselves as distinct from
'alternative practitioners' in so far as they seek to work closely with the established medical profession
to relieve a patient's symptoms. In a contemporary setting, the terms are often used interchangeably. But
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co111plementary medicine is perhaps a more fashionable term amongst those who aspire to greater
integration within orthodox medicine-an attempt to gain respectability in the eyes of the establishment. } I
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B. Complementary n1edicine comprises a range of physical therapies, including reflexology, aromatherapy,

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shiatsu and acupuncture, which can be used to help ease symptoms associated with a range of conditions. I
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None of these therapies claims to be a panacea. They simply help to relieve symptoms, although in some
cases they may result in a permanent cure. The basic principle is that lhe body ultimately heals itself
with the intervenlion of a particular therapy 'kick starting' and, subsequently, speeding up this process. .
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The therapies work on an energetic level to impact on a psychological, emotional and physiological
level helping to alleviate short-term stress-induced conditions and, to a greater or lesser degree, chronic
problems. All complen1entary therapies can be used as a preventative measure and to strengthen the
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constitution. Their con1mon aim is lo treat the whole person, with the goal of recovering the equilibrium
• belween•
the physical, emotional and spiritual aspects. of the individual. The focus is very much on
i n1proving overall well-being rather than the isolated treatment of specific symptoms. Where the therapies
differ is their particular approach.
C. Reflexology is a treatment which was introduced to the West about 100 years ago, although it was
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practised in ancient Egypt, India and east Asia. It involves gently focused pressure on the feet to both
diagnose and treal illness. A reflexologist may detect imbalances in the body on an energetic •
level
through detecting tiny crystals on the feet. Treating these points can result in the release of blockages in
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other pnrts of the body. It has been found to be an especially useful treatment for sinus and upper
respiratory tract conditions and poor lymphatic and cardiova. scular circulation. Anecdotal evidence from f
various practitioners i;uggests it can also be effective in treating mi graine, hormonal imbalances, digestive,
circulatory and back problems.
D. Aromatherapy massage is a western medjcine invention. The therapeutic effects of the essential oils
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• used were first investigated early last century by a French chemist. Rene Maurice Gattefosse. Today, the
beneficial effects of the oils are :dispensed through aromatherapy massage, bath and shower preparations
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and the burning of oils. Essential oils work by entering the body through both the skin and lungs. Powe1fu1
molecules in the ·oils can affect cells in the nervous and circulatory systems to varying degrees. The
effect on the olfactory centres of the brain is both physiological and psychological. Again, anecdotal
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evidence suggests aromatherapy is particularly useful in alleviating symptoms of respiratory illnesses
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such as bronchitis and asthma.
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E. Shiatsu is a Japanese healing art deeply rooted in the philosophy and practices of Traditional Chinese
• • Medicine (TCM). It is a hands-on therapy which aims to rebalance tensions and weaknesses in the body
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and mind. Shiatsu incorporates the traditional therapeutic massage of Japan, which in itself is an adaption I• I
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of ancient Chin�e massage therapy. EmbracJng its original focus of meditation and self-healing, shiatsu I
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is gaining popularity in th� West The term shiatsu comes from Japanese : "shi" meaning finger, and
"atsu" meaning pressure. In a shiatsu session, pressure is applied Lo various parts of the body which
.- correspond with' the points and energy Jines (meridians) used in acupuncture .
F. Shiatsu has been successfully used for treating headaches, neck and upper back tension, lower back
conditions such as lumbago and scfatica, other muscular-skeletal problems such as frozen shoulder,
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tennis and golfer's elbow, carpal tunnel syndrome, and osteo- and rheumatoid arthritis. Along with
acupuncture, it can be very effective in treating digestive complaints involving organs from the stomach
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through to the large intestine and 1nenstrual problems. It is ideal for people who have an aversion to
needles or who prefer the hands on body contact that shiatsu involves.
I G. Acupuncture is a very focused form of treatment which uses needles to rebalance the body's energetics. ..
According to traditional Chinese philosophy, our health is dependent on Lhe body's energy-known as Qi
• moving in a smooth and balanced way through the channels beneath Lhe skin. Disruptions in this flow
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a.re associated with illness and pain, which may relate to anxiety, stress, anger, fear or grief, poor nutrition,
weather conditions, hereditary factors, infections and other trauma. The insertion of needles into the
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skin and then energy channels helps to stin1ulate the body's own healing response and to restore its
natural balance. Acupuncture has over 3000 years of empirjcal evidence to support its efficacy. It is
probably the most effective way of treating a diverse range of conditions. These include conditions of a
more emotional focus including anxiety states, depression (including what in the West is known as
manic depression) • and sleep related disorders. Other illnesses treated by acupuncture include arthritis,
asthm°' circulatory problems (i.e high blood pressure, facial paralysis (pre- and post-stroke), fatigue,
l tinnitus, infert..ilily, menstrual problems, rheumatism, multiple sclerosis, Parkinson's disease. migraines,
sciatica, skin conditions and ulcers.
I Questions 1-6
Reading Passage I has 7 paragraphs (A-G). Choose the most suitable heading for each paragraph fron, the List of
! headings below. Write tbe appropriate nun1bers (i-x.iii) in Boxes l - 6 on your answer sheet.
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NB. There are more headings than paragraphs, so you will. not use all of them.
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4. Paragraph E
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6. Paragraph G
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IELTS Reading Tests
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Questions 7 -10 I
Choose one phrase (A - H) from the List of phrases to complete' each Key piece or information about the four
complementary therapies mentioned in the passage. Write the appropriate letters (A-H) in Boxes 7-10 on your
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answer sheet •
NB. There are more phrases {A-H) than lh.erapies, so you will not need to use them all. You may use each phrase once
only.
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Complementary therapies
7. Reflexology ...
8. Aromatherapy ... ·
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9. Shiatsu ...
10. Acupuncture ...
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List of phrases •
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• A. is based ou oil� made from flower extracts
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B. strives to rebalance tensions and weaknesses in the body
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• C. is based on several millennia of empirical evidence
• D. has been found to be particularly useful in treating sinus problems
E. is based on ancient Chinese massage therapy adapted from ancient Japanese massage •
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'· F. is nof very effective in treating migraine
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• G. is based purely on anecdotal evidence over thousands of years
H. is a form of treatment which affects centres connected with smell in the brain psychologically and physiologically •
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IELTS Reading Tests

Reading Passage 2
Testing Testing Testing 1 2 3 4 .... merely on a pool of M ultiple Choice

Questions (MCQs), set by a group of item
The introduction of SATs writers.
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A. These are testing times. In both education D. The questions in SATs are tested on a
and the field of work, the prevailing wisdom representative sample of children. Those
appears to be: if it moves, test it and if It which correlate with the school grades of
doesn't, well, test it anyway. I say wisdom, the children are kept, and the rest
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but it has become rather an obsession. In discarded. This is highly unsatisfactory.
addition to the current obstacles, like Tt:iere is also evidence that in MCQ tests
GCSEs, A-Levels, GNVQs, ONDs, and women are at a disadvantage, because of
l HNDs, not to mention the interviews and

financial hurdles that school-leavers have
to overcome in order to access higher
the way they think, i.e. they can see a wider
picture. And it is worth noting that MCQs
are only as good as the people who write
education, students are facing the threat them; so, unless the writers are highly
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of 'new tests', scholastic aptitude tests trained, those who are being tested are
(SATs). being judged against the narrow limitations
l B. SATs are being imported from the United

of the item writers!
States, where they have been in use for Other developments in testing
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nearly a hundred years. As a supplement
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to A-levels, the tests purport to give E. Globalisation has introduced greater
. students from poor backgrounds a better flexibility into the workplace, but the
[ chance of entering university. SATs are educational system has not been so quick
.
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intended to remove the huge social class off the mark. But there are signs that times
bias that exists in British universities. But, are a-changing. Previously, students took
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• in fact, they are, no more than an additional exams at the end of academic terms, or at
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barrier for students. The tests, which fixed dates periodically throughout the year.
. masquerade as IQ tests, are probably less Now, language examinations like the
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I diagnostic of student potential than existing TOEFL, IELTS and the Pitman ESOL
examinations, and, more seriously, are tar exams can be taken much more frequently.
.l from free of the bias that their supporters

pretend. .
The IELTS examination, tor example, ls run
at test centres throughout the world subject
to demand. Where the demand is high, the
C. First of all, as for any other tests, students test is held more frequently. At present, in
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will be able to take classes to cram for London, it is possible for students to sit the
SATs, which again will advantage the exam about four times per week.
better-off. At a recent conference of the
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• Professional Association of Teachers, it was F. Flexible assessment like the IELTS has
declared that school exams and tests are been mooted in other areas. It has been
biased towards middle-class children. suggested that students may in future be
-Further, the ·content of the tests in question able to walk into a public library or other
is not based on sound scientific theory, public building and take an assessment test
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for a range of skills on a computer. T he
computer will dispense an instant
H. How long before psychological profiling is
introduced into schools to determine a
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• assessment and a certificate. The beauty child's future? With the aid of psychometric
of this system is the convenience. tests, children may soon be helped to make
more informed choices about the subjects
G. The workplace has been at the forefront of
developing in-house schemes to establish
whether people are suitable for particular
they choose to study at secondary school,
and then university. But people will still be
pointed in the wrong direction. In many
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. jobs and/or careers. Psychological profiles cases, the result will conflict with the
and hand-writing analysis as well as person's own desires, mainly because he/
aptitude tests are now part of the armory she tilled in the test wrongly, or the test did
of the corporate personnel officer; an not pick up an essential piece of
interview and a curriculum
• vitae no longer information. Unless the assessors are
suffice . But, as in the education field, there highly trained experts, many more people
are dangers here. Testing appears to will find themselves mid-life in Jobs that they .
confirm the notion that certain people are did not really want to do.
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predestined to enter particular careers. All
of us have heard someone say: he/she is I. Whilst testing achievement is essential and
a born actor, a born teacher, and so on. indeed inevitable, it needs to be treated with
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The recent work on the human genome and caution. Tests. are, after all, only tools - not
the research in genetics adds further an end in themselves.
credence to this notion.
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Questions 11-18
Reading Passage 2 has 9 paragraphs (A-1). Choose the most suitable heading for each paragraph from the List of
headings below. Write the appropriate numbers (i-xiv) in Boxes 11 - 18 on your answer sheet.
One of lhe headings has been done for you as an exan1ple. Note thal you may use any heading more lhan once. I-
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l L. Paragraph B
12. Paragl'aph C
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13. Paragraph D
14. Paragraph E •
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15. Paragraph F
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16. Paragraph G • • •• .
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17. Paragraph H
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18. Paragraph I
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I Questions 19 - 23 I
Answer lhe questions below. Write NO MORE THAN THREE WORDS from the passage for each answer.
.i Write your answers in Boxes 19 - 23 on your answer sheet
I 19. What according to the writer bas the present vogue for testing turned into?
20. Where do scholastic aptitude tests come from?
• 21. Who does the writer think SATs will benefit?
22. What is ir that makes flexible assessment by computer attractive?

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23. What has been at the forefront of developing testing schemes?
I Questions 24 - 26
I Do the statements below agree ,vitb the information in Reading Passage 2?
In Boxtis 24-26, write:
I Yes
No
if the statement agrees with the infonnation in the passage
if the statement contradicts the information in the passage
Not Given if there is no information about the staten1ent in the passage
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26. The writer of the article is not in favour of testing in general.
€) Sam McCaner & Judith Ash 99

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Reading Passage 3
Wittgenstein on Freud
. .
Ludwig von Wittgenstein has justly been regarded behoves us to recognise that, despite his assertions,
as one of the _major philosop�ers of t11e twentieth Freud's theories are not causal hypotheses, and thus
century, especially for his writings on the not scientific.
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philosophy of language and logic. His work on
psychoanalysis and criticism of his fellow Viennese, One might ask, given this analysis, how Freud came
Sigmund Freud, have, however, been generally to make this mistake, or rather why he believed that •
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overlooked. his _explanations were causal. It is a confusion
• •
between what we might call the 'depth-grammar' =
WiLtgenstein is both highly critical of and at the and the 'su1face-grammar' of certain sentences. If
san1e ti111e greatly admiring of Freud's work.
Perhaps it would be fairer to say that he is not critical
so much of psychoanalysis as of Freud's claims for
we say 'the window broke because the stone hit it'
we are outlining a causal relationship between the
stone hitting the window and the window breaking,
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it. For Freud. it was essential that his work be this being designated by the word 'because'.
regarded as science: that he had developed a new However, if we say 'he hit her because he was
branch of medicine based on scientific principles, angry', whilst it may appear that the word 'because'
having established causal relationships between
behaviour in childhood and that in adulthood.
performs the· same function, this is not the case.
The similarity Jies only on the surface; if we look l
at the depth-grammar we see that in the first
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Wittgenstein, while accepting the usefulness of
Freud's n1ethods, disputes that these relationships sentence 'because' denotes a causal relationship,
are causal, therefore denying Freud's theories whereas in the second we are rather talking in terms
scientific validity. of motivations, reasons and other non-causal terms.
Freud's n1istake, therefore, is to believe that both
In causal relationships we can at least imagine types of sentence are similar: he confuses the
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contradictory cases. For eiamp1e, I can imagine surface-grammar.
placing a pan of water on a hot stone and the water
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freezing (of course I do not expect it to happen, Despite all this confusion. I have stated that
and would be very surprised if it did). Wilh Freud's Wittgenstein was highly ap preciative of Freud's
theory, however, this is not the case. One of the work, and this is because he essentially reformulates
central planks of this theory is the pursuit of hidden what Freud was trying to do. Freud believed that
n1eanings in such- thi11gs as cireams, works of art, he was explaining people's behaviour, while
•
even language (the famous 'Freudian slip'). Take Wittgenstein suggests that he is redescribing it. To •
the example of dreams. For Freud these are all him, Freud is providing a 'picture' of human
.. sexual wish-fulfilments. While it is cJ�ar that some behaviour which may enable us to make ce1tafn ••
•
' - are, clearly some at least appear not to be. Fre'ud, · · connections that other ways of looking would not
however, will not accept any contradiction to his reveal, and by showing these patterns and .
Lheory, and argues that in, these cases the sexual connections the method may.well have therapeutic " ·
•
• • •
·- •. • · element is camouflaged, or even repressed. This is value. In this case, although the 'picture' described
a strange notion, for how can a dream fulfil a wish by Freud's metl1od is not a true one (for by •
• if the desire is so disguised that the

• dreamer does Wittgenstein's arguments it cannot be ), nevertheless
'not even recogpise it? More iinportantly, if under it is' unique, enabling the patient to have insights
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no circuri1stances will Freud allow his hypothesis i�to their problem that _no other method could
• •
to be contradicted, how can we ve.rify it? It therefore . provide.
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100 © Snm McCnrter & Judith Am
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IELTS Reading Tests
Questions 27-32
Do the statements below agree with the infonnation in Reading Passage 3?
' Yes if the statement agrees with the information in the passage
I No if the statement conlradicts the information in the passage
Not Given if there is no infonnation about the statement in the passage
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27. Wittgenstein was a great moral philosopher.
28. Wiugenstein owes the high regard in which he is held, in part, to his work on the philosophy of language and logic.
! 29. Wittgenstein totally adm.ired Freud's work without any reservation.
30. Wittgenstein supports Freud's cJaims as to the causal relationship between childhood behaviour and thnt in adulthood.
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I 31. Freud's theory on causal relationships enjoys considerable support in spite of Wittgenstein's objections.
32. The writer agrees with Wingenstein that Freud's theory re causal hypotheses is not scientific.
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Questions 33-40
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Complete the text below. Use One Word Only from the passage for each blank space. Write your answers in Boxes
33-40 on your answer sheet.
' You may use a word once only.
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IELTS Reading Teris
Reading Passage 1
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A bad image not justified

'Flies are a nuisance, wasps are a pest.. .' as the children's rhyme goes. Indeed, local council
environmental health departments everywhere recognise them as such. A wasps' nest in the vicinity
of your hom.e is certainly cause for concern. But all creatures have a function in life: flies do serve
a use·ful purpose - they help dispose of waste matter and feed other animals higher up the food
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chain.
And wasps? To most of us they appear to possess no redeeming features whatsoever. Having
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been stung, the majority of people hate them and question their right to exist. As John Cror:npton
points out in 'The Hunting Wasp', we generally tend to overreact to the presence of insects that are·
far more afraid of us, and whose only desire is to escape our company. Nevertheless, their sting is
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at least a nuisance factor, and, in the case of allergy sufferers, a serious health hazard, but wasps
do not attack without good (in their opinion) reason. Very often, we accidentally disturb them, only
to pay the painful price.
The problem is that two or three species give the rest a bad name. Vespu/a vu/garis and vespula
germanica, the Common and German wasps respectively, are attracted to our food, and can ruin
f
•
a picnic by challenging our every lick of ice cream, bite of sandwich and sip of drink. Barbecues
are another regular battlefield, as wasps love sucking the juices out of meat. They also frequent l
dustbins and other unhygienic places, and so can pose a health risk, albeit not as much as flies.
Another of their vices, often overlooked, is that they are fond of feeding mashed honeybee flesh to
their young, while gorging themselves on the honey. Apiarists loathe them, for their raids seriously I
disrupt the normal routine of the hives.
This is not a complete picture, however. and it is necessary to redress the balance In favour of our
)
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black and yellow chums, notwithstanding the downside of course!
Together with bees and ants, wasps form the insect order hymenoptera, and can be divided into
two main categories: solitary and social. The former need not concern us here, as they cause us
• no problems. They live alone or in small groups, and use their delicate sting exclusively to paralyse
prey for their la.Nae to devour alive and fresh. They can also be employed in natural pest control
operations. Social wasps are so called because they form large colonies of infertile female 'workers'
ruled by a single queen. In Britain, apart from the species mentioned above, there are also the
Tree, Norwegian, Saxon, Red and Cuckoo wasps, plus the hornets, which rarely come into contact
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•
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with us.
••
• • ••
There is also, of course, the dolichovespula media, or Median Wasp. Since it first established itself
•
in Kent in 1985, it has spread rapidly throughout the country, provoking the tabloid pres.s to dub it
every year the 'French Killer Wasp' or the 'Eurowasp', blaming global warming for the superbug I
invasion I Indeed, it is larger than our native wasps, and its sting more pow(;!rful, but it is no more
aggressive, despite what one reads in the paper. It will not bother you if you leave rt alone, the
point being that the sting of all social wasps is defensive, and will be used against anyone or thing
•
perceived as a threat to themselves or their nest. Whatever is contained In that unlovely cocktail
they inject is their secret recipe which scientists have still to analyse. .
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IELTS Reading Tests
The life cycle of social wasps begins on a warm day in April, when queens emerge from hibernation
and select a place for their nest, usually a hole in the ground, in a tree or in our attics• lofts• and
under our eaves."The structure is made from chewed up wood mixed with saliva, which forms a
grey papery substance. The queen builds a dozen or so hexagonal cells and lays the first of up to
thirty thousand eggs. The grubs hatch and she feeds them until they pupate. When the new adults,
•
I or imagines, appear about eight weeks later, the queen continues to lay eggs while her infertile
daughters continue to build the expanding nest and feed the new laNae. In August males and
females hatch, bigger and more brightly coloured than the worker 'caste'. Males, who have slightly
longer antennae, are •stingless, and can be seen in autumn mating with the young queens and
sipping nectar from ivy, the last plant in Britain to blossom. As the weather gets colder and the
flowers disappear, the males and the surviving workers die. The old queen perishes too, together
with the last remaining untended grubs. Heavy November rains finally destroy the nest, although
in milder climatic conditions colonies are known to last much longer. Having fed well to build up
their fat reserves for the long hard vvinter to come, the impregnated queens seek out a suitable
sheltered spot for hibernation, such as under a fold of bark .
•
We must ask those who would be rid of wasps what the world would be like without them. Quite
' simply, there would be far fewer flowers and much less fruit, and also many more flies, mosquitoes
and other bugs, for they pollinate the former and favour the latter as baby food. So perhaps we
! should be thankful for these services, even though they come at a slight cost.
t
If we leave wasps alone, they will not hurt us. Just as we treat bees with caution and respect, so
we should deal with wasps. They are fascinating creatures, which really do have the right to exist
as part of our ecosystem, and besides being attractive, are actually beneficial in more ways than
one.
•
Questions 1-4
•
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I
Using NO MORE THAN THREE \VORDS fron1 lhe passage, answer the questions below. Wrice your answers in
Boxes 1 - 4 on your nnswer sheet.
I. To n1os1 people, whac do wasps not seern to have?
: 2. What do people usually do when confronted with insects which bave a greater fear of people?
I 3. What do severaJ species of wasp give olher wasps?
I 4. What does the writer want to dons regards the image of wasps?
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Questions 5 - 10 .l
Con1plele the noles below. Use NO MORE ·r1-1AN TWO WORDS from the passage to complete each blank space in
lhe diagrorn.
\\/1ilc your answers in Boxes 5 - lO on your ans\ver sheet.
The S___
Hyn1enoptera •
Solitary Social
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cause no 6
sting used to paralyse prey
• •
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workers under a 8.___
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106 C Snm McCmter &: Judith Ash
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Questions 11-16
Use NO MORE 1'HAN ONE WORD from the passage to complete each blank spnce in the sumn,ory about the life
• cycle of social wnsps.
• • Write your answers in Boxes 11 - 16 on your answer sheet.
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I The life cycle of social wasps begir1s on a war1n day in April ...
• • Queens ll from hibernation.

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each Jays the first of up to thilty thousand eggs.
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hatch.
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the queen feeds them until they pupate.
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i111agines, nppear about eight weeks later.
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build lhc expanding nest and feed the new
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in August. males and fen,nles hatch.
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As the ,veather gets colder,

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the impregnated queens seek out a suitable spot for

16
IJ II
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O Sain McCmer & Judith Ash 107

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IELTS Reading Tests .l

Reading Passage 2 • .I I
!
You should spend nbouc 20 minutes on Questions 17-27, ,vhich nre based on Reading Passage 2 below.
I
Digital screams forecasts to stock market quotations. Who
needs friends? I
'A• . What holds new advances in technology
back is not the pace of development. Is it ... a nightmare ...
then the fact that people are generally
conseNative by nature? Or Is it instead the E. Experiments have already been carried out
I
inability of the marketplace to absorb new on inserting micro-chips under the human
products fast enough? skin so that people can be monitored at any
time. Tagging is currently In use in some
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B. There is aJways a time lag between new
areas for criminals in the community. And
inventions and discoveries being made and
data-tagging is being used for technical
the release of any related technology·into
equipment like expensive motorbike parts
l
the public domain. Like aircraft hovering to
and also for tracing lost dogs. Details about
land at a busy airport, new products are
using micro-chips In humans have already
frequently held in abeyance, while the been flagged in the press. And given the
I
marketplace is emptied of the last 'latest'
right circumstances, the procedure will be
gadget. Meanwhile, the general population
introduced with barely a whimper. Micro
are drip-fed information about what is to
chip implants might perhaps become the
come. In this way, the public appetiite for
passport of the future.
•
new products is constantly being whetted .
F. Without out knowing it, you are already
!
C. People's blind faith in any new
technological device prevents them from being monitored without the slightest hint
thinking through the implications of what is of protest. The technology in your mobile
phones allows you to be located. It is ironic
l
happening. Fewer and fewer people seem
to have any serious misgivings about that when mobile phones were first
mankind's Promethean march to some introduced they were perceived as status
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great dystopia. Any 11,Jrking dangers are symbols. But now they are viewed as
brushed aside, as are the diminishjng band symbols of slavery, as bosses can monitor
of dissenters. their work-force when 1hey are out on the
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job. Video cameras in public places are now
... utopia ... so wide-spread that it is possible to trace
•
you for quite a distance. Supermarket
D. People are oblivious of the creeping
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loyalty cards and bank cards leave traces
advance of robots into their lives. of your life everywhere.
Operations are being pertormed with voice
operated robots, not only giving surgeons G. As we naively come to accept the role of
.. an extra pair of safe hands, but also machines, they are appearing in roles that
allowing a range of procedures to be carried were exclusively the preserve of humans. •
I
•
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out anywhere in the world by computer. Robots in bars already exist; soon they will
• Apart from surgery, voice-operated devices replace hosts on chat-shows, and people
are also being introduced Into cars. Drivers as shop assistants or drivers and humans
will soon be able to bark at mobile-phone- .: in many other professions. No? Do you take
like gadgets cabable of supplying them with money from a teller at your bank or do you
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•
all the information they need from weather receive it fram a robot built into a wall?
•
• •
108 C Snm McCartcr & Judith Ash

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IELTS Reading Tests
H. And much to the chagrin of traditionalists, parts as they wear out, with specially grown
toys have now come on the market which prostheses or electronic parts, whatever is
teach children to speak and which children in vogue at the time. Certain diseases
can then communicate with. The novelty which required huge resources and
apart, this is a rather sinister turn of events. expenditure will be treated by gene therapy.
It is bad enough for adults to talk to cars Paralysis will become a thing of the past.
and computers. But this develop�ent is By 2020, the life expectancy for new babies
much more disturbing. Children may will be well over 100 years and more.
) develop certain linguistic skills from the Recently, the 'immortality' gene was
l robotic toy, bur will lose out on the located; so soon the world may be full of
necessary social and emotional interaction. Methuselahs.
' I'
Social de-skilling of this kind will lead to
I untold social problems. �- · A nightmare scenario perhaps. Not half as
' nightmarish as the future possibility of
... or just a dream too far? downloading the human mind before the
body dies. But I for one do not wish to live
I. Yet, not all the developments are bad. The
out eternity as some sort of digital
advances taking place in medicine, herald
· collectable item. Against the hum of
a new dawn for the human race. Oisease
machines who will hear my screams? Or
will become an irritation rather than the
yours?
j bane it is·now. Humans will replace body-
Questions 17-24
Reading Passage 2 has 10 paragraphs (A-J). Choose the n1ost suitable heading for each paragraph from rhe List of
headings belo\v. Write the appropriate nun1bers (i-xvii) in Boxes 17-24 on your answer sheeL
Two of the headings have been done for you as exan1ples.

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IELTS Reading Tests )

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Do the stace,nents below agree with the inforination in Reading Passage 2?
ln Boxes 25-27. write:
ir lhe statement agrees \Vith the infonnation in the passage

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Yes
No if the swtcn1cn1 contradicts the infom,ation in the passage
Not Given if there is no infonnation about the statement in the passage l
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25. 'J'he writer feels lhal lhe general public have too much failh in the technological devices being introduced into the
marketplace. l
26. Taggjog criminals by inserting 1nicrochips into lheir bodies will dramatically reduce the nun1ber of cri1nes being
committed.
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IELTS Reading Tests
Reading Passage 3
You should spend abot1t 20 minutes on Questions 28-40, which are bosed on Reading Passage 3 below.
• l
Russian icons
•
•
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• The a1nbivalence of the Soviet authorities towards the art and artefacts of the Orthodox Church throughout
the 50s and 60s is even more apparent in relation to icons. These religious paintings have always held a
'l personal spiritual significance for believers in Russia, and son1e have been the objects of public veneratio11
I al a local or even national level. Conscious of the need to instil a sense of pride in the richness of
pre-revolutionary Russian heritage, but wary of allowing religious sentiment to flourish, Soviet art historians
r I
I strove to emphasise the uniqueness of the Russian icon tradition and its central role in the cultural development
of 12111 to l 61h century Russia, while n1inirnising its Orthodox Christian essence. It was a narrow path to tread.
•I
\ One obvious ploy was to detach the icons fron1 their normal setting in churcl:les and cathedrals and display
l; them in secular art galleries. This is particularly clear in the case of the Tretyakov
.. .. . Art
. Gallery in Moscow
which houses 1nany of the oldest, n1ost beautiful and rnost venerated icons. Hung on i1npassive cream walls,
these wonde1t't1l paintings are stripped of their religious significance encouraging the spectator to concentrate
on their artistic merits. Elsewhere in the gallery hang the 1nordant social commentaries of nineteenth century
.Russian realist painters such as Repin, Makovsky and Yaroshenko, some of them specifically attacking the
' ' veniality and corruption of the Russian Orthodox Church, or mocking the superstitious ignorance of the
Russian peasants. Further on are the paintings of the Soviet era, explicitly socialist, concentrating on human,
particularly collective human, achievement. The peasants, now liberated from their attachment to religion
. l
I and supersLition (the two are synonymous in Soviet parlance), become heroic figures, contributing to the
socialist future. The inference is not hard to draw: lhe icons belong to a continuous tradition of Russian
• I
artistic creativity which emphasises the dignity and universal en1otional, intellectual and spiritual integrity
of man, without reference to an external God. The Soviet authorities, of course, were not content to let
• visitors to the gallery draw this inference for themse!ves. lt was explicitly stated in all the official guidebooks.
A further developn1ent in this separation of icons fron1 their religious context can be seen in the creation of
J the Museum of Iconography in north-\vest Moscow. Housed in the former Andronikov Monastery, and
named after U1e l5'11 century icon painter Andrei Rublev, the n1useun1 contains a representative selection of
icons n1ainly fron1 the 15:h to the l 7 1h century frorn various parts of Russia. The paintings· are displayed in
I 15rn century 1nonastic buildings retaining the outward sen1blance of a church with monks' living quarters,
but which have been s\ripped of all religious purpose. The guidebook stresses the harmonious lines of the
l museum buildings as if the original architects had designed them with that future purpose in mind.
Icons depicling the Virgin and Child lent themselves easily to appropriation by the secularising art historians.
'fhe Virgin is no longer the Mother of God, but a sy1nbol of human motherhood, her sorrowing face no
longer a foreboding of the death of her son on the cross, but an expression of universal maternal tenderness
and pity. Icons of saints of the early eastern and Russian churches. such as St.Nicholas, Sts. Cosmas and
Damian, and St. Sergius of Radonezh are similarly described in terms of their civilising influence, the
humanitarian acts they perforn1ed or the role ttiey played in the early development of a Russian national
identity. So111e of these saints \Vere martyrs, dying for their faitl1, and so become symbols of Russian stoicism
I and steadfastness in the face of the invader. But icons of a n1ore abstract or mystical nature, particularly
those depicting the Holy Trinity, presented a more intractable interpretative problem.
In the Bible, the Holy Trinity is described as appearing to Abraham and his wife Sarah in the form of three
l
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angels. Icons of the Three Angels of the Trinity are to be found dating fro1n the late 14rn century onward,
though few survive from this early period. The angels are normally depicted seated in repose, gesturing
towards n1y-stical symbols of divinity. They do not lend themselves to humanistic interpretation, but the
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IELTS Reading Tests

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three relaxed yet at the san1e til11e grave and tautly composed linear figures, combine to create111 some of the
most con1pelling images in Russian iconography. The nan1�s of few icon painters from tl1e 15 century are
known to us, but. fortunately for Soviet art historians, �he nan1e of the painter of what is usually considered
the 01ost astonishingly beautiful 'Trinity' icon of ail is known. It is Andrei Rublev. So instead of being forced I
to focus on the not-very-apparent humanity of the painti.ng lhe historians are able to tum their attention to
the artist. They �mphasise his skill, they explain his technique, they place his work firmly in the emerging
Russian nationaJ consciousness of the early 15th century. The artist is hero.
I
Qt1estions 28-33
Do the stnte1nents below agree with lhe inforn1ation in Reading Passage 3?
In Boxes 28-33. write:
Yes if lhe statement agrees with the information in the passage

No if the statement contradicts the infonnation in the passage •
Not Given if there is no information aboul the statemenl in the passage
28. Icons have never been of 1nuch importance Lo Russian believers. I

29. Soviet art historians have stressed 1he contribution of the Russinn icon tradition to Russian cultural development in
the J 211, lo l61b cenluries.
I
30. To downplay the connection between Russian icons and Orthodox Cbrisliani1y Russian icons were removed from
churches aad cathedrals and displayed in a secular setting. \f
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3 l. The Tretyakov Art Gallery is home to pnintin&s of a secular nature as well as religious paintings.
l
32. The spectator of the icons in lhe Tretyakov Art Gallery is inv:iriably mesmerised by the sheer artistry of tbe works.
.
33. None of the wor.ks by Repin, Makovsky and Yaroshenko make fan of the religious beliefs of Russian peasants.
Questions 34-37
l
• Choose the appropriate letters A-D and write them in Boxes 34-37 on your answer sheet.
•• •• •
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34. The Tretyakov Art Gallery ... • I
• • •
• •
A only contains maj�r religious paintings •
•
B contains only icons • •
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• C contains a range of paintings from different eras
D is worth visiting according to the author •
• •
• •
•• •
• •
• • 35. Frorn the layout of the Tretyakov Art Gallery, spectators are meant to see ...
•
A that Russian icons belong to a tradition which stresses the qualities of mnn and has nothing to do with God
B that Russian icons belong to a long religious tradition •
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C that Russian icons belong ton tradition which stresses the glory of God and diminishes the qua] ities of man
D that Russian icons belong 10 a tradition which celebrates the achievements of Russian peasants
..
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36. Which of the following statements is true according to the passage?
A The icons in �e Museum of Iconography come from different parts of Russia

n The Museum of Iconography contains only religious paintings from the J 5111 and J 7,h centuries
C The Mul;eum of Iconography is the premier museum in the world for Russian icons
D The former Andonikov Monastery was destroyed to build the Museum of Iconography
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37. The guidebooks for the Museun1 of Iconography ...
A sing the praises of the original architects of the 1nonastic complex

I B point out the impoi1ance of the 15'h century icons
C 1ninimise the the religious significance of the n1onastery buildings
D stre�s the religious significance of the monastery buildings •
I Questions 38-40
Complete the sentences below. Use NO MORE THAN THREE WORDS from the passage for ench blank space.
II
I Write your answers in Boxes 38 - 40 on your answer sheet.
.I 38. To seculaiising art historians, the Virgin was syn1bolic of _____.

• I
39. The Three Angels of the Holy Trinity are not easily open to ____
40. The artist of what is considered the most beautiful 'Trinity' icon in the world is celebrated by Soviet art historians
asn ____
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IELTS Reading Tests

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Key to Test 1 [
Questions 1 - 5 l
This iype of quesiion is a vari11tion of pnrograph headings. There are no distmcters in lhis section, which makes it much easier.
1. Ansv;er: E. The parngraph is about 1hc fuct that parrunecers help our minds to be creative. r
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2. Ans,vcr: c. The unswer lies in the key phrnses: ... keeping c,-earive ability i11 check (in the first sentence} and These lin1irario11s
are ,,ei:derl so 1/iar once r/11:y are lear111, 1/zey can be broken ( the Inst sentence of the paragraph). The focus sentence is a
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cotnbinarion of these two ideas. Note how the word yet divides U,e po.rngtaph. It Indicates the focus of the pnr:igraph against the
buckground in the first part. It also n1arks the division of in.formntion In the whole p�ssnge.
3. Answer: A. The writer wrote the poragrnph to show that habits lin1it our creativity :llld the h:ibits we need to survive play a ro!e
in thi:. limitation.
4. Ans"·er: D. The theme of the paragraph is ho,v creativity works.
S. Ans,ver: B. The paragraph deals with how pnrruneters help the 1nind to be creative.
For funher inforn1ation re practice with infonnation in paragraphs and with paragraph headings. see Exercises 1-12
l
and Lhe Reading Tests ju A book for IELTS by Mccarter. Easton & Ash.
Questions 6-10
6. Ans,vcr:
a 111\•th
C. The answer is in the first line of the passuge: It is a 111yth rhat crec11ive people ure born 1rirh their toll!nJs. Here, it is
= are noc.
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7. Answer: C. 'fhc answer is in parugrnph A. The actual words ore not in the paragraph, but the meaning is clear. A is noLcorrect,
because this is a myth; Bis not correct. because the p.issage suces that 1vhen ,ve Iry to be creative, our auton1aric response u,kes
over. D is not correct, because the ,veil-trodden paths prevent creativity. Compare number 13 below.
8. Answer: D. The ans\ver is in paragraph B: U1�for1una1e/)\ mankind'.� very strlll(!:le for survival has btcome a tyranny. The
answel' par.1phra�e.,; this st.1te1nent. A is 1101 correct. because Lhe pnssng� soys the struggle has becuuie i.e. is a tyranny, not that
it is becoming so: Bis uot correct, because cholesterol is not 1nentioned in relotionship lo the brain, but the anind. C is incorrect,
because it is the n1ind which is circuniscribed. I
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9. Answer: A. The answer is in paragraph C: a con1i11uu11s process af rtstricttons. �-hich is i11crta.si11g e.xponentially with the
adva11ce1nenr of technology. The stoternent is a paraphrase of this section. Note Band C are basically the same: It is, therefore,
not possible to h:ive either of these two alternatives as your answer. Watch out for this feature in multiple choice questions.
I 0. Ans,vcr: D. The answer is in pru:agraph C: ls It surprising then that creative ability appears w be st, r<1re?. This is n question
r
and hns the same meaning us the .�tntement given, i.e. it is not surprising. Note C is not possible. because the pass:ige doesn't
indicate >A•hether the rarity i:; increosing or decreasing.
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11. Answer: Yes. The answer is at the beginning of paragraph D: ... and one that recognises that rules and regulations •
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• tire J>t1ran1ete! ·s ....
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12. Answer: Not Given. There is no reference to this staten1ent in the passage.
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I 3. Answer: Yes. The answer is in paragraph D: The difficulty in this exercise and taii1h crealion itself is convincing
ptople that creation is possible. The answer is a paraphrase of th.is part of Lhe text. Compare number 7 above.
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14. Answer: Yes. The answer is at the end of paragraph D: leaving the safety of ones own thought patlerns is very
111uch akin to m(ldness; akin to = like.
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15. Ans,ver: Yes. The answer is in the lntter half of parngraph E.
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. Reading Passage 2
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. l Questions 16-19
16. An!i,ver: D. The nnswer is in lhe second sentence of paragraph I: 1ve crave security.
17. Answer: .B. The aoswer is in paragraph 2. The key word is increasingly = becoming. A, C and D are all mentioned in the
parogruph, but not in the correct context.
I 18. Answer: A. The answer is in the first sentence of paragraph 2: no1v do no,. B is lhe opposite and C and Dare just phrases lifted
fro,n the text.
l 9. Ans"·er: D. The answer ii; in paragraph 3, the key phrase is bar en11y to the uninitiated, which the answer paraphrases. A is
incorrect. because only some acces!: is not allowed.Bis 0011.rue, because it is the \YOrking space th::it is companmentalised, not
lhe user. and C is not correct. because 'traps' are not the same as 'Lrappings'
i
Questions 20-27
• Before you Slnrt looking in the text for the words to complete the blank spaces, you shouJd read the summary through quickly to get
an idea of the overull 1neoning. As you read. you should work out what kind of word you need to find in each case. For eurnple, does •
the blonk require o verb in 1hc imperative fom1, o noun, an adjective or an adverb? You should also thin k of words that could fill the
blank� �o thut when you look at the original passage the answers will come to you more easily.
20. Answer: solved. Although the word combat appears in the original. it does not fit here grammatically. The past participle is
needed. Note overcome is the Si1nple Past, not the Past Participle.
21. Answer: computers. The plurnl is needed here.

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22. Answer: other people.
I 23. Answer: cut-o[. The word lso/01ing does not fit grammatically. You need an adjective made from the past participle of the
verb. Con1pare 20 nbove.
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24. Answer: tt-am-work.
25. Answer: decrease In.
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26. Answer: learn-work. As it says in the instruc1ioos. you may use a word or phrase more than once.
27. Answer: just the same way as. The answer is obviously not similar or no different from.
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IELTS Reading Tests
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Questions 28-30 I
2s. Answer: touch-tone dialling systems. The answer is in paragraph 7: if 1,;e are wiforrunate enough to comae, an orga11iza1ion
111;,h a sophisticated rouch-rone dialling system. The key word here is unfortwiate, which shows that the writer is negative about
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lhe topic. The writer does nol comment on the other means of communication in the same way.
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29. Answer: electronic presence. The answer is in paragraph 8.
30. Answer: no longer geograpbicaJ. The answer is in p� agraphs 8 and 9: .. now that location is no longer geographical .... An
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exa1nple of this is the mobile phone. The important lbing here is to recognise the link between the paragraphs.
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Reading Passage 3
Questions 31-36
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• 31. Answer: K. The answer is in the first se.ntence of lhe passage. Note that the active needs 10 be changed into the passive. I
32. Answer: G. The answer is in the first paragraph. B is not correct, because the passage says foods ,nay be unique, not that they
are and is not talking about ethnocentric properties.
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33. Answer: F. The answer is in paragraph 3.
34. Answer: J. The answer is in paragraph 4. Toe key phrase is cowards the end of the paragraph: a cultural practice nuds
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behavioural reinforcement.
35 Answer: E. The answer is in the third paragraph.
36. Answer: D. The answer is in paragraph 6. C is incorrect, because it is the language and the cuisine that vary, not the link. And
H is not correcL It is the character of Language and cuisine that is said to be fundamental. and not language and cuisine
themselves. Beware of the right word or phrase in the wrong context.
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Questions 37-40 I
37. Answer: B. The answer is in paragraph 3. After i;cnnning for the name, the ilnporcant ,vord is distinction which means difference
in this case. I
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38. Answer: D.·The answer is in the last paragraph. • • •
39. Answer: C. The answer is in paragraph 2. Tbe important thing here is to link correctly the names to the themes. •
40. Answer: A. The answer is-in paragraph 4.
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Note how the answers in this section are jumbled; otherwise, it would be too easy!
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IELTS Reading Tests

Key to Test 2 • •
- Questions 1 - 8
l. Answer: iv. The paragraph is about the link between tea and hospitality. The answer is not iii. because the paragraph is about
the continuing tradition of the past; it is not Ji1ni1ed to Britain and China. It is tempting lo put vii as the answer, but, if y!)u look
at the text, you will see that the information relating to this heading is between conunas. It is additional infonnation and can •
easily be removed. You can compar e it to a non-defining relative clause. So it is not centcaJ to the meaning of the whole
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paragraph. Moreover, the passage states in many parts ofthe world, not in all. For more infonnatioo on paragraph headings, see
. ' A book/or IELTS by McCarter. Easton & Ash.
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I 2. Answer: viii. The heading here should be fairly obvious.
3. Answer: i. The paragraph deals wirh the various ways in which tea bas been drunk. The answer is not v; see paragraph H,
where the whole paragraph deals with milk in relation to tea drinking: CompDre the answer to Paragraph A for background/
foreground information.
4. Answer: x. The paragraph is about the cost of tea, in financial tenns. The paragraph sets the scene, showing that tea is for the
�i middle classes, but when the price falls the poor start drinking it. The answer is not xi, as value has a different meaning.
5. Answer: ii. The theme of the paragraph is the fact that rnost religious groups do not object to tea drinking, i.e. few do. The
answer is not vi, as this does not reflect the theme of the paragraph. It is. again subsidiary or background information. So it is
iinportant for you to see how the pieces of infonnation in a paragraph relate to each other. A plan of the paragraph is as follows:
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• Foreground Background
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Fe\v objections to tea drinking
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ln lsla,nic cultures no ol�jection
! Tea/coffee versus alcohol

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·. Seventh-Day Adventists/caffeine frowned upon
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Note how the points in italics give background infonnation to the main point in the text. It is sometimes difficult for students 10
• n1ake the distinction between these two types of info11Tiation. The example of tbe Islamic cultures supports the point of there
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I being no objections. The second piece of background information develops this further comparing tea/coffee with alcohol. The
paragraph then comes back to the central issue of there being few objections, by giving the example of n group who object 10
tea. Use (his mechanism to look at the other paragraphs here and elsewhere.
6. Answer: xii. This paragraph focuses on tea drinking in Africa. The answer is not ix, as the origin of tbe tea itself is not said to
be African.
7. Answer: v. The pac.agrapb is about the importance of the addition of milk to tea in many parts of the world. Compare paragraph
C. Heading xii would not be right here, as it describes only part of the paragraph.
8. Answer. iii. See the answer for paragraph A.

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Questions 9-14
9. Answer: rituals of hospitality/hospitality. The answer is in paragraph A. The first phrase is probably the beuer of the two.
lo. Answer: grade(s) and blend(s)/diffcr ent grades/different blends. The answer is in the last sentence of paragraph D.
11. Answer: contains caffeine. The answer is in paragraph E. Because of the word limit and the grammar of the sentence in the
. ise, the. words the stimulant cannot be included.
exerc
12. Answer: nomadic Bedouin/Bedouin/Bedouins/nomadic Bedouins. The answer is in paragraph F. I !

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13. Answer: sugar and spices. The answer is in paragraph H. Because of the word limit, the word so,ne has to be excluded from
the phrase.
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14. Ans,ver: Uigering convention/convention. The answer is in the second sentence in last paragraph:
Reading Passage 2
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Questions 15 - 18
15. Ans,ver: A. The answer is in paragraph l. A tye is not large, so B is not correct. We do not know if there were trees, so Cis not
correct. And D was not always the case.
16. Answer: C. The answer is in the first sentence of the second paragraph. The answer is not A or B. because the text does not
indicate any degree of possibility/probability. nor does it state a specific number. D is obviously wrong.
17. Answer: C. The answer is in paragraph 2, in the first sentence: ... all except one at rhe ,nargins of the parish. A is not con·ect
$ee lhe second sentence of the paragraph. B is 'likely', but the answer is not categorically given. D is incorrect, because most,
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not all, of the land was owned by the Priory.
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18. Answer: D. The answer is in par-agraph 2. Note the tense: ... �11011/d, irt any case. have been u11attracrjve... , indicating what the
writer interprets as having happened. Note that the word unauractive here does not mean visually. I
It means that they would not
have liked it, because it was not producing anything. So A and B are wrong because they talk about sight. C is obviously wrong.
Questions 19 - 29
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In this section you just have to follow the dates. However, you still need to be careful. The answers in this section span paragraphs
3 -6.
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19. Answer: documented. This is in the first sentence of paragraph 3. It means the name is found in books or documents of the
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time. .
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20. Answer: in use. This is in the second sentence of paragraph 3. •• ..
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21. Answer: cropping up/and crops up/and . cropped up. The a�swer is in the second sentence of paragr�ph 3. Note the different
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tenses and the verb forms here. You can change the present simple crops up into the gerun'd and you can use the simple past •
tense. They all fit the grammar of the text in the exercise.· ··
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..• 22. Answer: File's Green. The answer is in the third sentence of paragraph 3. • •
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120 © Sam McCaner & Judith Ash

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IELTS Reading Tests ...

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23. Answer: burnt down/abandoned. The answers are at end of par.tgraph 3. Both answers are correct.
24. Answer: owned. The answer is in the first sentence of paragrnph 4. You need to change the word ownership to a verb to fit the
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gram1nar here.
l 25. Answer: lwo/l\vo br ick. 1ne answer is in the first sentence of paragraph 4.
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26. Answer: each one/each/each cottage. The answer is in paragraph 4. The last phrase is possible, but it does involve repe1ition
1 of the word collage.
27. Answer: remained/survived. The first answer is in the last sentence of the penultimate paragraph. The latter word occurs
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elsewhere in the text.
l 28. Ans,ver: gravcl works. The ans\\•er is in the last paragraph. Note this phrase is an adjective here. Note that you cannot add the
word 11ewly-optntd. In the reading passage the word describes the word ivories, but in the ex._erc.ise it would describe the word
I ,nanager!
29. Answer: one dwelling. The answer is in the last paragraph. Note that there were two cottages. Each cottage had two families.
I i.e. two dwellings. One collage was deslroyed leaving one cottage with two dwellings, which the manager converted into a
cottage with one dweUing. Note you cannot have the \vocd one on its own.
Reading Passage 3
I Questions 30-32
30. Answer: B. TI1e answer is in paragraph I. The passage states that Haydn composed the London symphony for London, but not
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I where he composed it.
31. Answer: B. The answer is in the first pnragraph. A is incorrect, because some were written in the following centu ry. C is not
l right, because the last sentence of the pnragraph says the opposite, and D is incorrect, because only the orai.orlos and masses
I were full of religious feeling.
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32. An�wer: D. The w,swer is in paragraph 3, the first sentence and later in paragraph 5 where he talks about Opus 77. A is
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incorrect, because they were the result not the cause of a spiii1uul crisis.Bis incorrect, because this phrase describes a musical
j(.)m1 and�� not complete - in paragraph 2. C is not right., because it doesn't make sense.
l Questions 33-37
33. Answer: tense (not long-brea1hed). See sentence 2 of paragraph 3 for the comparison.
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34. Ans,ver: Unlike (not like). See the compruison in paragraph 3, the key phrase being far from.
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! 35. Answer: more (not less ). See paragraph 4. •
36. Answer: quieter (not subdued). As in 35, be wary of paraphrased comparisons.
37. Answer: Conversely (not similnrly ). llCC paragraph 4.

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© Sam McCarter &. Judith Ash 121
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IELTS Reading Tests

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Questions 38-40
38. Answer: No. The nnswer is in the second senLcnce of paro.groph 5. the key phrase being ah11ost i111111edio1ely. i.e. after.
39. Answer: Yes. The answer is in the first sentence of the last paragraph.
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40. Answer: Yes. The whole passage give.� the render this impression. Sec. for exa111ple, the end of the first paragraph and the last
sentence of the passage.
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Key to Test3 •
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Questions 1-5 ! f
Answer: D. The answer is in the first pamgraph. The key word is erroneous/): B is incorrect, ns it is the opposite of what the
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passage says.
Answer: H. The answer is in the second pnragrnph, jn lhe first part of the second sentence: Hu111on nature has an i11cli11otio11for
pt!ssimisn1 and t111:riery. Notice how the second sentence here explains why doom-mongers will never be out of business. And
2.
notice how you anticipate that an explanation is needed as you read the first sentence. This type of question is testing your
ability to understlllld the relationship between information across sentences.
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AtlS\veI': I. The answer is in paragraph 2 where catastrophes in the pnsL and present are compared: ... is t/i(lt the catastrophes
art! more 'i11 your face', i.e. immediate.
3.
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4. Answer: K. The nnswer is in the latter half of the second paragraph.
5. Ans\ver: J. The answer is in paragraph 3. The sentence is in effect a summary of the paragraph. Note how the writer interchanges
government, poHticians and ministers in lhe paragraph.
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Questions 6-9
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Answer: D. The answer con be found in the first sentence of the fifth paragraph. Note that defude n1ean$ deceive; look at the
title for lhis section in the pnssage. A i.s not true. because it is the opposite of the correct answer. B is not mentioned and C is not
6.
possible, because in the last sentence of lhe paragraph, it says people are n1anipulattd by their fears.
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7. Answer: C. The answer is in paragraph 5. A is not correct, because it doesn't say whether market research uses people's fears
to help them: it soys that it takes advantage of them, i.e. manipulates/citploits them. B Md D are not con·ect. because the text
does not mention any information aboureither.
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8. Answer: C. The nn:.wcr is in parugn,ph 7: they are che drlring force behind success. The word they refers to the feeling.<;
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mentioned previously. A is incorrect, because the passage talks about 'if not •wheo ·: ... ifproperly lurrnessed .... B is incorrect,
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because his feelings that nre said to be the driving force behind success (not the engines of genius). Dis wrong, because the
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writer says ii is the feelings listed which arc usually associated with failure.
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Ans,ver: B. The answer is ia the eighth paragraph. A and Dare obviously wrong and C is the opposite.
9.
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IELTS Reading Tests
Questions 10 -14
• 10. AnS\ver: Not Given. The text d1>¢,, no1 ;;uy unylhing obout this .
11. Ans"•er: Yes. The at\S\Ver is in puragrnph 8. •

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11. Ans,ver: Yes. The answer is in the first sentence of the penullin1ate paragraph.
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13. Answer: Not Given. The answer is in the penultimate paragraph. The text doe.<; not tell us what the writer believes ubout
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Nostratlnanus's predictions ()r those of the other prophets either.
14. Answer: No. The unswer is in the lust sentence. The word sanguine aneans h<1pef11l.
Questions 15-22 •
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I 15. Answer: glamour. The answer I� in the fil'st sentence of the second paragraph.
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16. Ans,�·er: research. The answer is in tile second paragraph towards the end.
17. Answer; editing process. The answer is in paragraph 3. the fonrth scnlcnco:. The phrase firs, draft does not fit here, as the
sentence would not then reflect the tncaning of the passage. Nor is the wol'd "''riti11g correct for the same reason. And it would '
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not tit the gru1nmar of the sununnry: lhe article lhe in the sumn1ary would have lo be omitted. as the writer is talking about all
writers ,vriting not specificnlly hhnself.
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18. AnS\ver: su,runary . The nuswer is at the end of the fourth paragraph. Note the word su11mu1ry is a synonym for s.vMpsis/
outlinl!.
19. Ans,vcr: readers. At the start of the sixth parair:iph it says that readers (not publishers) vet books.
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20. AllS\\'t?r: Aller11tions. The onswer i� in the sixth par.1grnph.
21. Answer: ,vritlng. The answer is in the l:ist pamgrnph. The word publishing is not correct, because the writer is talking about
writing throu ghout the passage: publishin g co1nes after,vords.
22. Answer: ups and do,vns. The answer is in the Inst paragraph. Note the word roller·ci>aster is not possible here. It does not
111nke sense. The \vord does not curry the rneaning or the luuer p,irt of the las1 sentence on ics own. Nor is it g.ran,n1atically
1 possible: 1he sun1111ary has a plural verb and lhe word rollcr-conster is singular. I
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Questions 23 and 24
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Ans,ver: A. The answer is a paraphrase of the last sentence of paragraph 2: Son1etin1es, instinct Eakes the place of market
rf!seorrli .... B is the opposite. As for C, Lhe text doCll nor say whether it is essential. D is not correct, because the text soys
! .ron1e1i,11e.�-th<!rcfore. nole the word cr,11 in A.
14. Answer: D. The answer is a parapbra�e of the pe11ullin1ate sentence of the third paragraph. A is not correct, because although
the text says th.it 11 pas.rllgu 111C1y end llf' 11othin1: re111orely likt! the original. the writer docs not say that this is a problern. Bis not
possible. because th e writer does not say the use is 11nfo11una1e; he is expressing an opinion, when he says 11nfor111narely. C is
incon-e�L. because the problen1 is not o luxury.
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IELTS Reading Tests l

Questions 25-28 J
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25. Answer: appraisal. ihe ani;wcr is :it the beginning of paragraph 4.
26. Answer; so1ne invaluable advice/invaluablt advice/some advice/advice/hints. The answer is in the fifth pnrogrnph. Note you
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cunnot give the exa1nples here a� there would be too nlany words. You can use the word hints fro1n I.he lnst sentence of the
paragraph as it is n synonym. which summarises the advice and the examples.
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27. Answer: �dicaJ redrafting/rcdrafting/re\\•orkings/text an1putations. The ans\ver is at the end of paragruph 6.
28. Answe1·: creation pel'iod. The an�wer is in the lust se111ence of pnragrnph 6.
Questions 29-35
...failtd tQ ,naterialise. The answer is not he:lding viii. as the text does•
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29. Answer: iii. The predictioni. made did not happen, i.e .
not say thnt working hours have been reduced to 25 hours-it was an estimate of 25 10 30 houl'll.
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30. Answer: I. The first Sentence is the topic sentence and the rest of the paragraph expands the the1ne. Note heading iv is no1 the
answer. The focus of the parogroph is on the increase in leisure spending. The writer compares it briefly to other areas. i.e. food, I
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housing and 1ransport, but this is not p.'Ut of tbe main focus of the paragraph. In any case. the be.ading would have to include
housing ond transport ns well as food. Note that this porngroph contains general information about leisure in reJntion to the more
specific comparison in che next cwo pnl'ngraphs. Note also the word strongly in heading i.
31. Ans,ver: iv. The poragraph explains that i.pending 011 food bus decrea�ed. while that for leisure has incrensed. Heading xis noc
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the con·ect 11nswer as this is too genern.J. Nor i� heading i possible. See the explanation for 30 above. Son1e students mr,y be
te1npted to put hcncling v as the ans\ver, but this relates only to :he first part of the paragraph and does not cover the contras!
between leisure nnd food.
The correct heading here is the same as that for che nex1 paragraph, i.e. the exa1nple. Read the insl!\lctions nt the beginning of
the exercise. l
32. Answer: xiii. TI,e paragraph talks about all three going up and gives an example of leisure in the future. Heading vi is not
correct us this relates only 10 pnn of che pnmgraph.
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33. Answer: xi. Heading ix is not.the answer as lhc text does no1 say whether the ·grey pound' is becoming stronger or not.
34. Ans,ver: vii. The first sen1ence is the topic sentence. The unswcr is not iii as the paragraph does not sny that the forecasts nre faise.
35. Answer: xiv. The paragraph deals \Vilh the cwo aspects. weahh and leisure hours.
Questions 36 - 40
36. Ans,ver: No. The answer is in paragraph A. The predicted reduction in working hours did not happen.
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37. Answer: Yes. The answe� is in the first sentence of parngroph B. • • • •
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38. Answer: No. Tile answer is in the mi<.ldle of paragraph E; the opposite is true.
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39. Answer: Not Given. It docs not mention this anywhere in the passage. You just have to look at the sections of the text relating
to the future, i:e. the end of pnrngraph E and all of G.·
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40. Answer: Not Given. The answer is in paragraph G. Tbe writer does not say whether the 24-hour society will affect
people's attitudes.
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IELTS Reading Teffs
KEYtoTest4 •
- Questions 1 - 3 •
I. Answer: vi. The answer is in parngraph 3. The answer is not v. because there is no mention of when Lhe HMT was created.
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I 2. Answcr: iii. The answer is in the fourth paragr:iph. Note that vii is not possible. because the pnssage soys the report was
sr.111i11al, i.e. important/influenlial.
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I 3. Answer: i. The answer is in paragraph 4.
Questions 4 - 8
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4. Ansv.. cr: endangering their job. The nnswer is in the first paragroph. The sentence is a paraphrase of the first sentence of the
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5. Ans,ver: [majnly] liberal. The unswer is ul the beginning of the last sentence of the first paragraph.
6. Answer: widenfwidcning pa rticipation. The answer is in the second paragraph. Note that the gerund can be changed co the
inliniti ve.
l 7. Answer: academic staff's explanations. The answer is in the second sentence of the third paragraph.
I 8. Answer: reduction of ta xes/tox reduction. The answer is in the fir-t sentence of the fourth paragraph. The verb phrase in the
t l passage needs to be changed inlo a noun phrase to fit the sentence given.
l Qt1estions 9 - 14
9. Answer: C. The answer is ln the fourlh paragraph. A is incorrect. us this was not what the report did. Il is not right, as the repott
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I did not give the n1oney. and D is inco,nplete.
I 0. Answer. C. The answer is in paragraph 4. A is not right. bec.iuse the money is not given to the student (it is giveo to the college
for the stud�nt). B is incorrect. becnuse it was the funher education that became quasi-independent. not the principles. and D is
not possible. us the text doe:; not sny this.
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11. Answer: A. The answer can be found in the first sentence of the fifth paragraph. The phrase to reduce the student drop-out rate
I is n pnrophrnse of to il11pro11e retention. lt is important to look out for wnys in which sections of the text are paraphrased in the
vruious types of questions. B. C rind O are incorrect, because all three contain phrases lif,ed frotn the text, but used here in the
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wrong context.
12. A1\S,\"Cr: A. The answer can be found in the second sentence of the fifth paragraph. Note that the sentence gives three complexities.
•• which hinder the reducing of dro1r-0ut rates. B is not mentioned in the text, nor is C. The first element of D is correct. but the
second one is nonsensical.
13. A.nswer: D. The answer is in the sccontl half of the fifth paragraph. The last sentence gives the answer. i.e. something other than
I da1u A und B are not stnted, and C is incon1plere.
. I 4. Ans,,. cr: B. The answer is in the final paragraph. and is a su1nm:1ry of the cxan1ples given. A is a phrase lifted from the text and
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is part of t,vo ideas-note the con1ma in the text. C is incorrect, because the passage refers to raising the students" expectations.
not those of the college. D is not correc1, bccAuse Maninez outlined the strategies, so Martinez's summary Included the strategics,
and not the other way round .
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Reading Passage 2
Questions 15 - 19
15. Answer: C. The :inswcr is In lht fir11t paragniph. O is inco�t. because it is 1he opposite of whnt the texc says.
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J 6. Ans\ver: I. The answer is in paragraph 2, in the i:econd 1;e11tence. B is incorrect. because it is not n1eationed as an aspect of
manngcn1cnt of one's emotions. but as u means of managing then,.
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17. �ver: E. The answer c:in be found in the second part of parngraph 2, and is a pnrophrase of the sixlh sentence. A is incorrect,
as it is our e1notions that nrc said to e1npo\ver ond hinder us.
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18. Answer: H. The nn.,;wcr is ut the start of the third par;1grnph.
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19. Answer: F. The nnswcr is in the fourth sentence of paragraph 3. D is incorrect, becnuse it is cn1orioni; that ore �nid to be not
tangible, not handling relationships. It is ilnportnnt 10 be very wary of words or phrases thac are lifted directly fro1n the text:
They are often put into the wrong context.
Questions 20 - 26 I
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20. Answer: C. The answer is In the first paragraph, in the lauer ball' of the first sentence. Alternotive Dis not possible, because it
says at least 5, while the cexc says 5.
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21. Answer: C. The nnswcr can � found in paragraph 2. A is not possible, as the te:<t advises against suppressing or hindering
emotions. The sarne applies to n.
D does not 111oke se1Jse.
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22. Answer: C. The answer is in U1e fifth sentence of lbe third parngrnph. A is incorrect. because the text does not say this, and it is
incomplete. B is inc01Tect, because the texc suys q11nntify nnd the exercise qualify. 0 is not the right aoswer, because it is not
co1nplete and is nonsense. {
23. Answer: D. The answer is in the third parngrnph. in the second sentence fro1n the end. A is not stated.Bis incorrect, because
tl1e text s::iys ... c'1n c<J.rt 111011ey •• : i.e. not always. C is a phrnse from I.he text, but is not used in the right context here. I I
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24. Answer: B. The answer con be found in the last sentence of the third paragraph. Alternative A is not mentioned in the text and
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the \VOrds included in C oppear in the text. but do not fit here. D is grammatically incorrect.
25. Answer: A. The answer is In the second sentence of the penultimate paragraph. The other alten1atives are obviously wrong.
26. Ans\\•er: C. The an!iwer is In the last paragraph. in the last sentence. becon1ing /essfreqttenl is a pnrapl1rase offast disappearing.
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A is unu-ue. becau3e the text docs not say this.Dis incorrect, because his people who need to be re-skilled. and D does not make
sense.
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Question 27
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'1.7. Answer: Not Given. The answer can be found in the last parngrnph. The author says it is sad that peop-le need to be re.·skilled. . I
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but does not mention whether the Lack of Einotional InteUigence will lead to anything.
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IELTS Reading Tests
Reading Passage 3
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Questions 28 - 30
28. Answer: vi. Thennswer is in the third paragraph in the first sentence. i is incorrect, becau!,e it was nn anthropologist friend of
Koestler wbo said this. ii is not co rrect. because Koestler was talking about his friends rather than imntlgranis in general: and v
is not stated ns a general principle.
29. Answer: ii. Thennswer is in paragr nph 3, in the last sentence. vi is incorrect, because Fishberg was ralking about immigrants in
general, not his friends..
30. Answer: iv. Tbe nnswer cnn be found in tbe fourth paragraph, in the second sentence. iii is incorrect, because Emerson says this
is a n1istakcn impression.
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Questions 31- 36
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3 l. Answer: Not Given. The text doell not mention anything abouL this stnten1ent.
I 32. Ans,ver: No. The answer can be found in paragr.iph 4. in the lost sentence: a <'0111pletely different and no less in,porta,u issue,
,vhich 1neans. in effect. equally imponon1 .
33. Answer: Yes. The answer is in lhe second sentence of paragraph 5. The word the.st t'efers back LO speech organs.
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34. AnS\\·er: Not Given. The anllwer is in th� same place as question 33. The pas11age says that practice is needed to learn new
.I phonemes. but does not mention whether or not they are dit:licult to learn.
35. An5'ver: Yes. The answer is at the end of paragraph 5. The wore.ls parody and 11u,rk are synonyms of malce fun of.
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36. Answer: Not Given. The text does not n1e111ion anything about this statement
Questions 37 - 40
l 37. Answer: D. The answer is in paragroph 7. and is a paraphrase vf littlp tht'ir students acquire the distlncti11e sound of tire tar._�et
pl'nnu11ciotio11. F is incorrect, as it is incomplete.
38. Answer: A. This answer can also be found in rhe seventh parngrnph. A mental aid is suitl 10 be employed i.e. used. l is incorrect.
I because the cause and effect arc the wrong way round. H is not correcl, bec.1use there is no mention of which of lhe two accent,;
is easier.
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39. Ans,ver: E. The answer is in the first pati of the last paragraph. Bis incorrect. because it is the answer to the question lhat is said
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to be in·elevant.
40. Ans,vcr: G. The answer ii. in the second port of the las1 pnragrnph. C is incorrect. becnusc it is not pronunci:iiion 1h:11 is wor1h
investigating, but the link be1ween pronunciation and physiognomy.
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IELTS Reading Tests
Key to Test 5
Reading Passage 1
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Questions 1 - 5
I. Ans,ver! D. The answer is in the first p3ragruph. The author does not say what be believes. A and B are incorrect, becouse lhe I
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wciter says: ...we hear about.... : not that he believes ic one way or the other. Nor does the ce:itt state whether he is sure or not as I
in C. Also, look Ill lhc Inst paragraph.
2. Answer: C. The answer is in the last sentence of the first paragraph. The key phrase is tis i.i· so o.flen the case. Therefore. A and
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B nre not possible. As for D, the text does not tell you this.
3. Answer: D. The answer is in tbe second p11rag_raph, in the last sentence. A does not relate LO what the meteorologists believe.
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See earlier in the paragraph.Bis not correct, because it is the opposite. C is incorrect, because the meteorologists do not say that
the results will be devastating.
4. Answer: D. The answer is in the first part of paragraph 3, in the first sentence. A is the opposite of the correct nns,ver. B and C I
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appear in the text, but in a different context.
5. Answer: A. The answer is in the second part of paragraph 3: using a11ificial nwdel.s ofc/itnat� as a ,�·ay ofpredicting change is
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all but ilnpossible. Bis incorrect, because this is what Dr Hansen said in the past; the same is true forC. Dis incorrect, bec3use
Dr Hansen does not say anything about Earth getting colder. only greener.
6. Answer: Not Given. The answer can be found in paragraph 4. The text does not say anything about the wealher forecaster's
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ex_pertise.
7. Answer: No. The answer is in the second part of the fourth paragraph. The opposite is true. as most of Lhe increase happened
before the second half of the twentieth century.
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8. Answer: Yes. The answer can be found in the first sentence of the fifth paragraph. Also see paragraph l .
9. Answer: Not Given. This is not mentioned in the passage. Look in paragraph 5.
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to. Answer: Not Given. This is not mentioned in the passage. Look in paragraph 6.
11. Answer: Yes. The answer can be found in lhe second pan of the lasL paragraph.
Questions 12 and 13 •
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• 12. Answer: in recycled paper. The answer is in the last paragraph. The elements of the sentence have been changed around.
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13. Answer: most to lose. The ans,ver can be found in the last paragraph. Again the elements of sentence have been chang�d
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14. Ans\\·er: B. The writer wrote the passage to sbow lhat the issue of global warming i.s often exaggerated by the press. The other
litles refer to only parts of lhe text. You would be wise to leave tltis question until you have answered all the 01her questions. so
1hat you have a beller feel for the texl.
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IELTS Reading Tests
Readi11g Passage 2
- Questions 15 - 21
• 15. Answer: vi. The parugrnph is obout the fncl that there ore two dis1lncr superorders in the classification of Reptilia. Note heading
iii is incorrect: 1he idea being that they urc not terrible lizards. Look at the word although at the start of the paragraph.
16. Answer: xi. The paragraph talks about the origins of both lepidosaurs and nrchosaurs, in lhe Triassic period. Heading ix is
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therefore incorrect. as lhis covers only pan of the content of the paragraph.
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17. Auswer: xiii. Heading i is incorrect, ns this is a reference only too detail in the paragraph.
l 18. AnS\ver: vii. The second sentence of the paragraph is the topic sentence. which gives the theme of 1he paragraph. You also need
to look 01 the end of the pnragrnph for the word u11iq11L. Heading ii is incorrect, as the paragraph is talking about features which
distinguish dinosaurs from otller animals and otlier archosaurs.
19. Ans,ver: iv. The answer is in the first 1wo sentences of the paragraph. \vhich the rest of the paragraph expands upon. Heading
I xii is incorrect, as this heading covers only pan of the poragraph.
20. Ans,ver: v. The p:iragraph deols with the suborders of Saurischin.
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21. Answer: viii. The answer is in the first sentence of the paragraph.
Questions 22 - 24
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22. Answer: skeletal anatomy. l11e answer is in paragraph A. Note how the information is presented in a different order in the
paragraph. Note how the leXt as o whole hangs around this key phrase.
23. Ans,ver: eosuchians. The ans,ver is in the last sentence of paragraph B. Note. again. how the order of the information has been
chruiged, but the meaning of the sentence is the same.
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24. 1\ns,Yer: t,vo long bones. The answer is in rhc second half of p.iragraph C. The use of the colon is important here. The answer
l therefore needs to be an explanation of lhe word vomers. It is import.ant to check the word li1nit. not all of the information about
vomers in the passage can be included here.
Questions 25 - 28
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25. Answer: 8. The answer is at the end of paragraph D. Eis incorrect as this refers to liz:u·ds, and not to dinosaurs. See the middle
of paragraph 0.
26. Answer: G. The answer is in the third sentence of paragraph E: All dinosaurs had a pelvic girdle 111/th each side con1prised of •
l rhru bones. (i.e six bones). The answer is not A. because in the first senteoce it says that dinosau.f'S are divided into two orders,
and in paragraph F that Saurb;chia was divided into two suborders, but, io p:iragraph G. OmiLiischia into three suborders.
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27. Answer: ff. The answer can be found in paragraph F. It is irr,portant to note 1he word unlike in the first part of the sentence. C
is incorrect, bect1use bolh could be heavy.
'I 28. Ans,vcr: F. The answer is in paragraph G. The first part of the sentence refers to the ornithopocls, the second part to the
thyreophoraus. D is incorrect, because this phrase refers to the dinosaurs mentioned in the first part of the sentence, nor the
second.
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Reading Passage 3
Questions 29 - 32
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29. AnS\\'er: Yes. The answer is in the lasL sentence of paragraph 2.
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30. Answer: Not Given.
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31. Answer: Yes. The ans,ver is at the beginning of paragraph 3; 1690 is in the 17* century.
32. Answer: No, The answer is in the first sentence of paragraph 4; it is not strange but undersra,ufable that people are sceptical.
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Questions 33 - 36 1
33. Answer: D. The answer is in paragraph 4. in the second sentence. A is incorrect because con1bining rhe senses i11 a public
display in the passage, does not have the snme meaning as A. B is incorrect, as the passage does not mention frequency. C is 1
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incorrect, because the word invol11111ary does not have the same meaning as in the passage.
34. Answer: C. The answer is to be found in paragraph 5, in both the second and the third sentences. A is incorrect, because the •
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passage states that they did have these abilities.Bis incorrect as the meaning of we/1-d<>cwnenttd is recorded in detail. And D
is incorrect, because there is no mention of any agreement in the text.
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35. Answer: C. Paragraph 6 talks about Wassily Kandinsky. and the answer is in the last sentence. A is incorrect, as he was at a
pe,formance, not in one. B is not right, becausefound does not have the same meaning asfounded. D is incorrect, because it is
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not complete.
36. Answer: A. The answer is in paragraph 7, in the second sentence. B is incorrect, because it is the knowledge that is a revelation,
not the people. C is not right. because no mention is n1ade of inferiority or superiority. And D is not right, because there is no
mention of this.
Questions 37 - 40
37 - 40. Answers: A, C, E, F. The answer$ can be found i� paragraphs 7. A and Pare in the fifth sentence of paragraph 7. E in the
fourth sentence of the same paragraph. C is at the end of the paragraph. Tho distracters are wrong for the following reasons:
B is incorrect, because in paragraph 7 it says: It is 'not unusual j()r people who havl! synaeslhesia to be creative.....'. D is
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incorrect, because it is the condition not the people that have the drawbacks. (see the first sentence of paragraph 8). And O
is not correct, because as the last sentence of paragraph 8 says, the link between colour and writing is not meant literally.
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IELTS Reading Test�
Key to Test 6
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Reading Passage 1
• Questions 1-10
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Reme1nber to read the summary through quickly lO get an idea of the overall meaning in the texL Then co1nplcte the blank spaces.
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Look OL lhe Key for the second Reading Passage in Test I .
1. Answer: Imagine.
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Answer: citizen .
Answer: crocodile.
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4 Answer: obelisk.
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5. Answer: obelisk. Remember that the instructions said that you could use a word more than once and this is it. Note lhat the
,vord features is a verb. Therefore, a noun as a subject is required here.
6. Answer: Pharaoh.
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7. Answer: uprising.
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8. Answer: mind/minds.
9. Answer: propaganda.
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I 0. Answer: subtle. If you read the gap-filling exercise, without looking al the passage, you may coine up with the adjective good,
but the word good is 001 in the passage. Still this should help you to find the answer, � you J"Cfld the text.
Questions 11 - 14
-. I J. Answer: D. The answer is in p:ltagraph 5: propaganda is simply a process ofpersU(l.Sion.
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12. Answer: D. The answer is in paragraph 5, in the last sentence. You have to be careful here as 1bc inclination for most people is
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10 put C as the answer. However, the writer is talking about the time before 1914. Co1npare the use of the present simple when
you describe the graph in Task I of the writing Test.: The graph shou,s... , From 1950 lo 1960 sale s rise.... [n the latter case the
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present si1nple is used to describe the past! You could in the latter case use the simple past. Also look at newspaper headlines .
Note also U1e first sentence of the next paragraph: It is unlikely ... 1ha1 propaganda will ever be rehabilitated as a nelltra/
concept (i.e. as it was before 1914).
l3. Answer: A. The answer is in paragraph 7. Note that Band Care the opposite of the answer and D is obviously nonsense.
14. Answer: '8. The answer is in the last sen1encc of the last paragraph. The expression to be had means to be deceived. Note that
the public knows the deception is happening and agrees to it: but we don't know if they are happy about ii.
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IELTS Reading Tests
Reading Passage 2
Questions 15 - 21
15. Answer: English lexicographer. The answer is in the first line of paragraph I. Note you cannot put the word great because of
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the word a11. Nor can you use the word le.ticographer on its own for the same reason.
16. Answer: (oO human knowledge. The answer is io the first sentence of paragraph 2 .
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17. Answer: advent of printi(!g. The answer is towards the end of paragraph 2. Note you cannot use the word momentous, because
of the phra.�e ,,// imponant. Some may be tenipted to writefirst revolution which is found in the last sentence of the paragraph.
The ndvent of printing is the first revolution in information technology. but if you use the phrasejirst revolutio1t, the sense of the
sentence is not complete. I
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18. Answer: Renaissance man. The nnswer is in the second sentence of paragraph 4.
19. Answer. easy access to information/easily accessible information/easy information access. Toe answer is in the penultimate I
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sentence of paragraph 4.
20. Answer: all-knowing. The answer is in the last sente_nce of paragraph 4.
21. Answer: stream of infonnation. The answer is io lbe first sentence of paragraph S.
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Note that in this section you are scanning the text for specific information. Note that sometimes the sentences for
cornpletion in the exercise may contain synonyms of v1ords in the reading passage. Or the sentence for completion may
be a paraphrase of the text. Be prepared to scan for meaning, and not just words. •
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Questions 22-25
22. Answer: the most singular failure. The answer is in 1he last sentence of paragraph 5.
23. Answer: o notural human instinct. The answer is in the first sentence of paragraph 6. Note the pan1phr:lsc here in the question.
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24. Answer: a vortex/a veritable vortex/a large information machine. The answer is in the middle of paragraph 6. Note the I
�vord li1nit means you have 10 change the word order for the second altemative. I
25. Answer: disillusionment and stress. The answer is in the Inst sentence of pnragrnph 6.
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•• Questions 26 - 28 • •
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26. Answer: No. The answer is in the first sentence of paragraph 7.

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27. Answer: Not Given. • • • •

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28. Answer: No. The answer is in paragraph 9. The phrase not all it is cracked up 10 be means not as good or beneficial as people
believe.
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(ElTS Reading Tests
Reading Passage 3
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-• Questions 29-33'
29. Answer: C.
30. Answer: E.
31. Answer: B.
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32. Answer: D.
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33. Answer: A.
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I Questions 34-37
I 34. Answer: Not Given. The answer is in paragraph 5. Scan the text for the name and the date. We have only information about
people living in the castle before 1639. The text mentions the castle fell into n srote of disrepair. but noUung about people living
there. Note the double negative in the statement.
! 35. Answer: Yes. The answer is in the last sentence of paragraph 5: ... it is redolen1 of another age. another drean1.
., 36. Answer: Yes. The answer is in the first sentence of puragraph 6: ... 1500-odd 111e11 n1cans 1nore 1hnn 1500.
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37. Ans,ver: Yes. The answer is in the first sentence of paragrnph 7: Someo11t 011ce raid ... But it is certainly 1vell 1vorth a visit.
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i Questions 38-40
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38. Answer: A. The answer is in lhe lauer hAlf of paragraph 7. ltis a summary of the feelings described in thjs pan of the te.xt. B nnd
D are basically the same nnd so neither of them can be the answer! Altemutive C is obviously wrong.
•• 39. Answer: B.
40. Answer: D. Alternatives A and B reflect only pan of the text. As for C. U1e direction of the journey is West to East!
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Key to Test 7 f
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Questions 1 - 8
Nole chat each passage jn chjs practice test has a section on headings. Some candidates make the mistake of reacting
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emotionally to this type of question. If tbey see it in the first reading passage, they then go to the next one and do the
first passage last. This is not wise. The questions relating to the passages become more difficult So candidates reduce
their chances of obtaining a high score. It is, therefore, better to approach the passages logically; and to train oneself to
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do so. In thls test, you cannot jump to the end as each passage lzas headings.
I. Answer: viii. The answer is not heading xii. The text does not say whether Loue was a postgraduate student or not
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Also being a student relates only to part of the information in the paragraph.
2. Answer: v. Some people may be tempted to choose xiii as the answer. This headjng is not possible, as the paragraph·
is talking about a change in interest from socio-linguistics to texts and the book. So it is the opposite of the answer
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which is required.
3. Answer: x. Heading i is not possible, because it refers only to part of the information in the paragraph. It is part of
the development ofWytze's work'and is part of the subsidiary infopnation which gives you the correct beading.
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4. Answer: vi. Heading vii is incorrect, because there is no indication as to whether the work mentioned is to be
published or not
5. Answer: ii.
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6. Answer: ix.
7. Answer: xiv. Again, the dlstracter iv is not possible, because Wytze's research was not restricted to Oxford. Nor
does the paragraph just talk about research.
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8. Ans\ver: xi. Heading xv relates only to one piece of information in the first sentence. Be careful with reading only •
first and last sentences of paragraphs to work out a paragraph heading. ,
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The passage is long, but the headings are fairly straightforward.
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IELTS · Reading Tests

Questions 9 - 14
9. Answer: Yes. The·answer is in paragraph A
lO. Answer: Yes. The answer is in paragraph B. Note the phrase prior to. which n'l.Cans before.
11. Answer: No. The answer is in paragraph C; in the latter half of the first sentence. Note how the word should
indicates Wytze's opinion, not the writer's.
12. Answer: Not Given. Look at the information in paragraphs E and F.
13. An�ver: Yes. The answer is in paragraph .H. Note !bat Lone worked in Amsterdam only during part of the 60s and
.' 70s.
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l4. Answer: No. The an�wer is in paragrnph I.
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Question 15
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15. Answer: A. The answer here is fairly obvious.
I Reading Passage 2
• Questions 16- 20
I 16. Answer: i. Heading xis not a suitable answer.ll has just been lifted from the introductory sentence of the paragraph. Be careful
with relying on reading just the first nod !he last sentences of paragraphs.
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17. Ans,ver: vi.
18. Answ·er: iv. Heading ii does not work, as it relates only 10 one piece o{ infoonation in lhe paragraph.
I 19. Answer: viii. Heading vii is not correcL. because it again rel::ite.'I to one detail in the parngraph.
20. Answer: Ix. Hending v relates only 10 a detail in the pnrugrnph.

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Questions 21 - 27
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1 Answer: Yes. The answer is in the latter half of paragrnph A.
22. Answer: Yes. The answer is in paragraph B and lhe rest of the passage after thaL Note how lhe statement in the exercise is very
I wide. i.e. general. It covers/pnraphrases the meaning in the paragraph: ... somelhing n10111t111ous had occurred ..... 10 wipe 0111
party itkology. i.e. it affected iL
I 23. Answer: Yes. The answer is in the firsl sentence of pan1grnph C.
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24. Answer: Not Given. The answer is in paragraph E. The text does not say anyt11ing about the Independent Whigs having large
country estates. We can work out 1hn1 n1os1 owned land, invariably country gentlemen, but we know nolbing about lhe csrate.'>
themselves. Note incidentally that Lhe exercise says all as opposed to invariably cou111ry genJ/emen, i.e. most However, we are
looking at the whole statement not part of iL so the answer cannot be No.
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25. Answer: Yes. The answer is at the end of pnragraph E.

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; 26. Answer: No. The answer is in paragraph P.
27. Answer: Not Given. See lheend of paragraph F. We do not know ifHmris's analysis wa.<; used by NamierLO suppon his views.
We only MOW the results ofHarris's nnolysis.
Q Sam McCnrter & Judith Ash 135

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IELTS Reading Tests
Reading Passage 3 I I
Questions 28-35
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28. Answer: xii.
29. ADS\.VCr: iii.
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30. AOS\ver: vi.
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31. Answer: viii.
32. Answer: ix.
33. Answer: i.
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34. Answer: xi.
35. Ans\ver: jv. Note that xiii is not the answer. The paragrnph is nol about a s1vi11ging pendu/111n. The pendulum bas
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swung fro1n one side co the other.
Questions 36-40
36. Ans�·er: D. The nnswer is in paragraph A. A is not suitable. because the text talks about the change in attitude being brought
nbou1 by the de111;vs1ifica1ion of 111edici11e. Bis not suiG1ble, because the text docs n0t say whet.her the 1utitude change has led to
a considerable: in1provernen1. And •
C l� nonsense .
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37. Ans,vcr: A. The nnswer is in paragrapb F. U is not suitable, becnuse ii is the opposite of what is in the text. C is nol suitable,
because it is I.he opposite: compare B. As for O; the text is not about all o\edical personnel, but about doctors..
38. ,\ns,ver: D. Alternative A is 001 suitabh:, becnuse the wrller indicates throughout that the ccx.t tbot he is for the changes;
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no\vhere does il indicate thal he hns not made up his mind about them. B is not suitable, because it contradicts the writer's views
and C is 1101 suitable because. rro,n the tone of the �ssage, it is clear that he supports the nicasures.
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39. AOS\ver: A. Alternative B is not suitable, because this heading rehues to only pan of the idea in the text. The heading in
alternative C does nol relate to the text. The passage is about the shift too n,ore pncient-oriented service rather than a general
look at rnedicol training. As regards D, the texL does not indicate I.his uc all. Note a panacea is a cure-all.
40. Answer: B. A is not suitable, because the ,vriter is definitely not criticising the change in auitude. Note Lhat the text is primarily
nboul the :ihirt in public nuitude, and not about devclop1nent� in n1cdicine (See 39AJ. C is not suitable, ns the te1.1 does not talk
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:ibout t.he need for changes, but a change that has taken place. Al1emnlive D does not rehue to cbe text.
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Note hO\V the answer hc:re relates 10 the answer for 39 above. The purpose helps to give you a title for the pas.c;agc.
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IELTS Reading Tests
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Key to Test 8
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- Reading Passage 1
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Questions 1 -6
I. Answer: No. The answer is in paragraph 1. The answer is al the end of the second sent en ce: ... ,and niost recently, and its first
excursion this cemury outside the /i1eraiure of the Museu111, in Cltristoplter Hibbert'$ ne,11 biography of George/[/.
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2. Answer: Yes. The answer is in the last sentence of paragraph 2. T,he writer points out the review was anonymous when
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3. Answer: Yes. The answer is in the last sentence of paragraph 2. See number 2.
l 4. Answer: Yes. The answer is in paragraph 3.
5. Answer: No. The answer is in paragraph 2. Note that Murray is the publisher. Tile book was written by Richard Ford.
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\ 6. Answer: Not Given. The text does not give any indication about the amount of money involved.
I Questions 7 -10 -
1 7. Answer: King's library. 1'he answer is in paragraph 4. Note the answer is not Notes & Queries.
8. Answer: munificent gifl The answer is in paragraph 4.
9. Answer: absolutely unfounded. The answer is in paragraph 6.
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I 0. Answer: in\·olved in the plan. The answer is in paragraph 7.
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Questions 11 - 14
11. Answer: C. The onswet is at the beginning of porogrnph 8.
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12. Answer: C. The answer is in paragraph 8 in the part of the text that is inside the parenthesis al the end: a suggestion ... that is
• ... SUpfJ()rted by ....
• 13. Answer: B. The answer is in the first sentence of the Inst paragraph, Note the word obscure means unclear.
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14. Answer: A. The answer is in second sentence of the lasL paragraph. Note that the word veteran does not mean old here, but that
Coker had been a politician for a Jong time.
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IE-LTS Reading Tests

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Reading Passage 2 I
Questions 15 - 21
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15. Answer: vii.
16. Answer: vi.
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17. Answer: xi. Heading iv is not suitable as it does not really talk about the countryside, but the noise there. Nor is there aoy
mention of .beauty. •
18. Answer: viii. Heading ix is not suitable as the paragraph does not just tnlk about restaurants.
19.Answer: x. l
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20. Answer: iii.
21. Answer: i.
Questions 22 - 27
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Note Lilac you can use A as the answer n1ore than once.
22. Answer: K. The answer Is at the end of paragraph B.
23. Answer: A. The passage does not give any solution for cinemas. See paragraph E.
24. Answer: D. The answer is in paragraph G. Restaurants are talked about in paragraph E. but the solution is given in paragraph G.
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25. Answer: F. Tile answer is in paragraph G in the second sentence.
26. Answer. L. The answer is in paragraph D.
27. Answer: A. The passage does not give any solution for shops.
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Reading Passage 3 .. • f
Questions 28-31
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The answers to this section are all in the first paragraph.
28. Answer: No. • • •

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29. Answer: No. Note that the text says may deplore. This sentence is in effect like the first sentence of an although clause: Although
they deplore• .... Note the word But at the beginning of the last sentence of the paragraph. •
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30. Answer; No. The answer is in the last two sentences of the paragraph.
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31. Answer: Not Given.
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Questions 32-40
32. Answer: boon. The answer is in paragraph 2.
33. Ans,ver: marginalised. The answer is in pa rag raph 3. The word peripher"l (in the fifth sentence in the third paragraph) cannol
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' be used here, because lhe classics are not attacked for being so.
34. Answer: elitist. The answer i.s in paragraph 3, in the last sentence.
\ 35. Answer: damned. The answer is in the first sentence of paragraph 4. Note that che word tainted does not fit here.
· 36. Answer! irrelevant. The answer is in the first sentence of paragraph 4.
37. Answer: profession.al. The ans,ver is in paragraph 4.
38. Answer: argument. The answer is in the Inst sentence of paragraph 4.
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39. Answer: relevant/pertinent. The first answer is iu the last sentence of parngrnph 4. The word pertinent is In pnragraph 5.
40. Answer: lost. The nnswer is in paragraph 7.
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IELTS Reading Tests
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Key to Test 9 l
Reading Passage 1
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Questions 1 - 6
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1. AOSlver: xii. The word panacea occurs in the paragraph, but the whole paragraph is not about this and so heading i is not the
ans\ver.
2. Answer: iv. Heading xis obviously wrong as it relates only to a detail in the last sentence of the paragraph.
3. Answer; xili. The answer is nol heading ii as this relales only to a pan of the information in the paragraph, i.e. t.he second
sentence. 1
4. Answer: vii. Note that beading vi is not the answer as the paragraph does not contraSt needles with fingers. In the last sentence .
of the paragraph, it states only that shiatsu uses the same points and energy lines as acup1.1ncture. I
5. Answer: xi. The answer is not heading x, because it relates to only part of the infonnation in the paragraph. It is information,
which is subsidiary to the meaning of the whole paragraph. See the answer for paragraph C in 2 above. I
Answer: ix. The answer is not heading v. Nor is heading vi the answer as the paragraph does not contrast the use of fingers and
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needles. J
The passage is long, but the headings are fairly straightforward. Note also th.at there are fewer questions for this reading passage.
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7. Answer: D. The answer is in paragraph C.
8. Answer: H. The answer is in paragraph D.
9. Answer: B. The answer is in paragraph E. Note that Eis not the answer. Compare tbe information
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10. Answer: C. The answer is in paragraph 0. • •
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Please note that the instructions allow you to use any heading more than once!
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11. Answer: iv. Paragraph B talks about the problems relating to SATs. There is a hint in the first paragraph of the writer's
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antipathy to testing. Then, in paragraph B, be says that SATs purport to (i.e. claim to, with the claim being false!). Note how -
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paragraph B is divided: look at the infonnation before and after the word But in the middle of the paragraph. As the focus is on
the latter part of the paragraph and given the use of the word purport as above, heading xi cannot be the answer.
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12. Answer: iv. Paragraph C also talks about the problems relating to SATsl Be careful as the paragraph is not primarily about
MCQs! The infonnation relating to MCQs is subsidiary to the meaning of the whole paragraph, le. that there are problems with
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IELTS Reading Tests

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13. Answer. x.it Paragraph D covers lhe failings ofMCQs. lt is very siinilar to Paragraphs Band c i n this respect. lt does not give
lhe theory behind MCQs. so heading ii is not possible .
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14. Answer; xiv. The disuacter here is heading x. Note thar the first sentence is only the introduction to the paragraph. Beware of
just looking al first and last sentences 10 ,vork out headings!
15. Answer: i. The distracter here is heading vi. The paragraph does not mention anything about a need for computer assessment.
16. Answer: Ix.Thi!; should pose no problems .
17. Answer: vli. Heading vis not suitable, because it talks about psycho1netric testing In the future. not a.bout misuse of testing in
' .' i;chools.
18. Answer: viU.
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Questions 19 - 23
19. Answer: an obsession/rather an obsession. The answer is in the first paragraph. The word obsession indicates the writer's
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negative nnltude towards testing which is indicated throughout the p1Wage. See number I J above.
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20. Answer: the United States. The answer is in U1e first sentence of paragraph B.
I 21. AnS\\'er: the better-off/better-off children/middle-class children. The first answer is in the first sentence of paragraph. C.
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The second answer is in the second sentence of paragraph. C. Note the answer is not poor students. which is found at the
beginning of the second pnragrnph. The tests only claim to help such students; the writer does not say that they do so. Note the
word limit.
22. Answer: [the) convenience. The answer is in the last sentence of parogrnph F.
23. Answer: the workplace. The answer is in the first sentence of paragraph G.
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I 24. Answer: No. The answer is in the last sentence of paragraph G.
25. Answer: Not Given. The text docs not say anything about the information in this stotcmenl.
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• 26. Answer: Yes. There is evidence throughout the pa.�sage. For example, look at l l and 19 above .
I Reading Passage 3
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Questions 27-32
27. Answer: Not Given. The first sentence of the first paragraph tells us that Wittgenstein has been regarded as one of
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28. Answer: Yes. The answer is in paragraph J.
29. Answer: No. The answer is in paragraph 2: Wittgenstein is both highly critical and at the same time greatly
admiring .... Therefore, his admiration is not total.
O Sam ll.1cCatter & Judith Ash • 141
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IELTS Reading Tests

30. Answer: No. See the end of paragraph 2.
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31. Answer: Not Given. The text does not say anywhere whether other people support Freud's theory or not.
32. Answer: Yes. The answer is at the end of the third paragraph. Note behoves� means we must.
Questions 33 40 I
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Remember to read through the summary to check the type of word that is required. AU of the words come from the last paragraph.
33. Answer: Freud's. Note the word his nt the end of the sentence, which
• should indicate that a name is required here .
34. Answer: explaining

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35. Answer: redescrfbing.

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36. Answer: picture.
37. Answer: therapeuCic.
38. Answer: unique

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39. Answer: patient • I
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40. Answer: insight(s).
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IELTS Reading Tests
Key to Test 10 •
Reading Passage 1
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Questions 1-4
I. Ans,ver: redeeming features. The answer i$ in the first sentence of the second paragraph. Note that the word no is not needed
in the <1nswer.
• 2. Answer: overreact/ they overreact/tend to overreact. The answer is in the fou11h �entence of lhe second paragraph.
3. Answer: a bad name. The answer is in the first sentence of the third paragraph.
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4. Answer: redress the balance. The answer is in the fourth paragraph.
I Questions S - 10
.I The answers for Lhis section are found in the fifth and sixth paragraphs.
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5. Answer: order/insect order. •
• 6. Answer: problem(s).
7. Answer: pest controVcontrol. Note you cannot put the word 11ntural here as you would then exceed the word limit. The phrase
natural control prvgranrmes would not ,vork either. The second answer is possible. but not is not as good as the first one.
8. · Answer: queen/single queen.

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9. Answer: aggressive.
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10. Answer: defensive.
Questions 11 - 16
The answers for this section are found in 1he seventh paragraph.
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' 11. Answer: emerge.
I 12. Answer: grubs/eggs.
13 Answer: larvae.
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14. Answer: mate.
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15. Answer: perishes.'dies.
16. Answer: hibernation. •
• e S11m McCarter & Judith Ash •

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IELTS Reading Tests
Reading Passage 2
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Questio11s 17 - 24
The beadings in I.his section should not be too diff:ieult. However, there are more of them 10 choose from, which rnny make the
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exercise appear difficuli.
17. Answer: I. Heading xi is obviously wrong. because it relates only 10 part of the paragraph and is subsidiary to the main idea. '
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Nor is xiii oorrect for the same reason.
18. Answer: vi.

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J 9. Answer: ix. Heading ii is obviously wrong, as it is the other way round. Nor is xvi suitable, as it is an afterthought added on to
the second example of the paragrap�. Does it relate to the surgery example?
20. ·Answer: x. Heading xv relates oitly to a detail in the paragraph, so ic is obviously wrong.
21. Answer: iv. !
22. Answer: :riv.
23. Answer: ill. Heading v is wrong, as it is just a phrase lifted from the paragraph. ·.
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24. Answer: xii. Heading viii is obviously wrong, as it relates only to a detail. Keep this beading in your head and read through the
paragraph. Does it summarise all the infonnation? _
Questions 25 - 27
25. Answer: Yes. 11te answer is in the first sentence of paragraph C.
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26. Answer: Not Given. Look nt paragraph E. There is no mention of lhe informatlon in this statemenL
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27. Answer: No. This is obvious from the whole passage. See especially the last paragraph.
Reading Passage 3 I
Questions 28-.33
28. Answer: No. The ruuwer may be found in the second sentence of the first paragraph.
29. Answer: Yes. The answer may be found at the end of the first para�aph.
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30. Answer: Yes. The answer.may be found at the end of th.e first paragraph and the first sentence of the second p!IIllgraplt.
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31. Answer: Yes. The answer may be found.in the second paragraph. The paragraph gives you a brief tour of the Gallery.
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32. Answer: �ot Given. There is no indication in the passage about the reaction of spectators.
33. Answer: No. The answer may be found in the middle of the second paragraph. Note the word mock means make fun of.
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144 O Sam McCMer & Judith Ash
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IELTS Reading Tests
Questions 34-37
34. Answer: C. The answer may be found in the second paragraph. You need to check the whole paragraph. A and·B are obviously
wrong. as the Gallery contains . a range ?f ditferenl types of paintings (comp.;re this question with number 31 above), which
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co1ne from different periods. As for D, there is no mention of thjs in the text.
· 35. Answer: A. n,e answer may be found in the second paragraph. Co1npare this question with 30. The answer to this question
gives a spetific example of the general idea of the article as expressed in number 30. B is not correct, because the passage does
not say this ns regards the Gallery - rernemberthat the rcmovnl of the icons to the Gallery was done to minimise the religious
aspect of the icons. C is not correct. because it is the direct opposite. Alten1ative Dis not mentioned in the passage.
36. Answer: A. The answer ·may be found at the end of the second sentence in the third paragraph. The text says icons mainly from
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the J 5•h ro the 17<• ce,uury, so cnnnot be true. As for C, the passage does not say anything about this. If you look at the last
sentence of the third paragraph -you can see that the monastery building was noL destroyed. so D is wrong.
37. Answer: C. The answer may be found in the last sentence of the third paragraph. Note that A is not the correct
ans\ver, as the original architects are not praised. Alternatives B and D are obviously wrong.
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Questions 38-40
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.I 38. Answer: human motherhood. The answer is in the second sentence of the penultimate paragraph. Note the
answer is not Mother of God.
39. Answer: humanistic interpretation. The answer is found in the fourth sentence of the last paragraph.
40. Answer: hero. The answer is in the last sentence of the last paragraph.
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Appendix
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. IELTS Reading-'Answer Sheet
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Academic Telegram9

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•

MCCarter· & Ash

-----· _:..,;._,,;_____....;...,_---:-. -�.

IELTS Reading Tests

Reading Test 1 ... ' ............................................... " .................................................... 13

l Reading Test 4 t t t I t It t t t t t t t t t I t I t I t I I t It f I t I If • I I f I I If It I I t I I t I t t t t t f I I II I I. I I I I I I I t I I It I t I I o I I f If I I I I I It 1 •t t I 1 1 t I .... 43

Reading Test 6 ............................................................................................................... 6 3

I Reading Test 7 ...... .................................................................................................. 73

l Appendix ........................................................ • • o o • • o o • o o • • o • • • • • • • o • I • • •• •• • • • • • • •• • o t •• • • o • t ••• • • ••• • • 146

I ElTS Reading 1 ests

Hilary Finch, Inna Shah and Roger To\.vnsend.

IE LTS Reading Tests

About the Authors

I Judith Ash is co-author of A book for IELTS.

Future Publications by lntelliGene:

IELTS Reading Tests

6 © Sam Mccarter & Judith Ash •

The IELTS Academic Reading Module

.i find each answer as quickly as possible.

•:, Question type

I You may have to answer any of the following question types:

Matching the two parts of split sentences

Make sure the grammar of the two parts fits.

C Sam McCarter & Judith Ash 7

--� --- .. --- .�: ____. -----'----------------------------:.-----.,;- ,. I

IELTS Reading Tests I

Multiple Choice Questions

IELTS Reading Tests

Now look at the following:

© Sam McCarter & Judith Ash 9

IELTS Reading Tests •

Matching paragraph he�dings I

t Here is another example:

.I circulatory and back problems.

Matching information to paragraphs

(> Sam McC:lrter & Judith Ash II

IELTS Reading Tests

' O Sum McCot1er & Judith Ash 13

NB. Write only. ONE letter for each answer.

1. The way parameters in the 1nind help people to be creative

2. The need to learn rules in order to break them·

4. I-low to train the mind to be creative

5. How the mind is trapped by the de�ire for order

I ELTS Reading Tests

6. According to the writer, creative people ... 9. Advancing technology ...

A are usually born with Lheir t11lents A holds creativity in check

A a gift from God or nature A is common

8. According to the wriler, ...

A the hun1an race's fight to live is becoming a tyranny

C Snm McCarter &: Judith Ash 15

IELTS Reading Test�

13. One problem with creativity is that people think il is impossible.

IELTS Reading Tests

LOCKED DOORS, OPEN ACCESS

I allow free access to employees and other users

I an external universe of other computers, so that

' C Sam McCarter & Judith Ash 17

IELTS Reading Tests

16 According to the author, one thing we long for is ... •

l8. Buildings used to permit access lO any users, ...

�generally_' no�·��va�i�b)� n�wa�ays _is N�den PY � .� �e� e:9nc�pt:,?,f ·· · ......��