Essential strategies and practice techniques for this IELTS Reading question type. Learn how to manage time and improve accuracy.
Originally published March 2025. Last reviewed 3 July 2026.
The Blog post contains the following IELTS Reading Questions:
IELTS reading Matching Headings
IELTS reading Diagram completion
IELTS reading Matching Information
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IELTS Reading Passage – The Cloud Messenger
The Cloud Messenger
Luke Howard had been speaking for nearly an hour, during which time his audience had found itself in a state of gradually mounting excitement. By the time that he reached the concluding words of his address, the Plough Court laboratory was in an uproar. Everyone in the audience had recognized the importance of what they had just heard, and all were in a mood to have it confirmed aloud by their friends and neighbours in the room. Over the course of the past hour, they had been introduced not only to new explanations of the formation and lifespan of clouds, but also to a poetic new terminology: ‘Cirrus’, ‘Stratus’, ‘Cumulus’, ‘Nimbus’, and the other names, too, the names of intermediate compounds and modified forms, whose differences were based on altitude, air temperature and the shaping powers of upward radiation. There was much that needed to be taken on board.
Clouds, as everyone in the room would already have known, were staging posts in the rise and fall of water as it made its way on endless compensating journeys between the earth and the fruitful sky. Yet the nature of the means of their exact construction remained a mystery to most observers who, on the whole, were still in thrall to the vesicular or ‘bubble’ theory that had dominated meteorological thinking for the better part of a century. The earlier speculations, in all their strangeness, had mostly been forgotten or were treated as historical curiosities to be glanced at, derided and then abandoned. Howard, however, was adamant that clouds were formed from actual solid drops of water and ice, condensed from their vaporous forms by the fall in temperature which they encountered as they ascended through the rapidly cooling lower atmosphere. Balloon pioneers during the 1780s had continued just how cold it could get up in the realm of the clouds: the temperature fell some 6.5″C for every thousand meters they ascended. By the time the middle of a major cumulus cloud had been reached, the temperature would have dropped to below freezing, while the oxygen concentration of the air would be starting to thin choir dangerously. That was what the balloonists meant by ‘dizzy heights’.
Howard was not, of course, the first to insist that clouds were best understood as entities with physical properties of their own, obeying the same essential laws which governed the rest of the natural world (with one or two interesting anomalies: water, after all, is a very strange material). It had long been accepted by many of the more scientifically minded that clouds, despite their distance and their seeming intangibility, should be studied and apprehended like any other objects in creation.
There was more, however, and better. Luke Howard also claimed that there was a fixed and constant number of basic cloud types, and this number was not (as the audience might have anticipated) in the hundreds or the thousands, like the teeming clouds themselves, with each as individual as a thumbprint. Had this been the case, it would render them both unclassifiable and unaccountable; just so many stains upon the sky. Howard’s claim, on the contrary, was that there were just three basic families of cloud, into which every one of the thousands of ambiguous forms could be categorized with certainty. The clouds obeyed a system and, once recognized in outline, their basic forms would be ‘as distinguishable from each other as a tree from a hill, or the latter from a lake’, for each displayed the simplest possible visual characteristics.
The names which Howard devised or they were designed to convey a descriptive sense of each cloud type’s outward characteristics (a practice derived from the usual procedures of natural history classification) and were taken from the Latin, for ease of adoption by the learned of different nations’: Cirrus (from the Latin for fibre or hair), Cumulus (from the Latin for heap or pile) and Stratus (from the Latin for layer or sheet). Clouds were thus divided into tendrils, heaps and layers: the three formations at the heart of their design. Howard then went on to name four other cloud types, all of which were either modifications or aggregates of the three major families of formation. Clouds continually unite, pass into one another and disperse, but always in recognizable stages. The rain cloud Nimbus, for example (from the Latin for cloud), was, according to Howard, a rainy combination of all three types, although Nimbus was reclassified as nimbostratus by meteorologists in 1932, by which time the science of rain had developed beyond all recognition.
The modification of clouds was a major new idea, and what struck the audience most vividly about it was its elegant and powerful fittingness. All of what they had just heard seemed so clear and so self-evident. Some must have wondered how it was that no one – not even in antiquity – had named or graded the clouds before, or if they had, why their efforts had left no trace in the language. How could it be that the task had been waiting for Howard, who had succeeded in wringing a kind of exactitude from out of the vaporous clouds? Their forms, though shapeless and unresolved, had, at last, it seemed, been securely grasped. Howard had given a set of names to a radical fluidity and impermanence that seemed every bit as magical, to that first audience, as the Eskimo’s fabled vocabulary of snow.
You need to choose the correct heading for each paragraph from the list of headings bellow.
Write the correct number i-x in the boxes 27-32 on your answer sheet.
The lists of headings are as follows
i. An easily understood system ii. Doubts dismissed iii. Not a totally unconventional view iv. Theories compared v. A momentous occasion vi. A controversial use of terminology vii. Initial confusion viii. Previous beliefs replaced ix. More straightforward than expected x. An obvious thing to do
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Questions 37-40
Reading Passage has 3 has six paragraphs.
Which paragraph contains the following information?
Write the correct letter A-F in boxes 37-40 on your answer sheet.
NB: You may use any letter more than once.
37. An example of modification made to work done by Howard. 38. A comparison between Howard’s work and another classification system. 39. A reference to the fact that Howard presented a very large amount of information. 40. An assumption is that the audience asked themselves a question.
Master the art of matching information and boost your score in the IELTS Reading section. Click here to access our step-by-step guide on handling Matching Information questions effectively.
27. Answer: E 28. Answer: H 29. Answer: C 30. Answer: I 31. Answer: A 32. Answer: J 33. Answer: DIZZY HEIGHTS 34. Answer: MAJOR CUMULUS CLOUD 35. Answer: OXYGEN 36. Answer: 6.5° CELSIUS, 1000 METERS 37. Answer: E 38. Answer: F 39. Answer: A 40. Answer: F
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Essential strategies and practice techniques for this IELTS Reading question type. Learn how to manage time and improve accuracy.
Originally published March 2025. Last reviewed 3 July 2026.
The Blog post contains the following IELTS Reading Questions:
IELTS Reading Diagram Labelling
IELTS Reading Summary Completion
IELTS Reading Locating Information
Stay informed and prepared for success – Explore our comprehensive Reading Test Info page to get valuable insights, exam format details, and expert tips for mastering the IELTS Reading section.
IELTS Reading Passage – Electroreception
ELECTRORECEPTION
In sea water, it is difficult to discern anything other than a murky, blurry green colour. Even the sounds are muddled and hard to make out. How do fish make it look so simple in environments where people would be lost without specialised equipment? The biological phenomena of electroreception, perception, and response to electrical impulses, are largely responsible for this. As water is an effective conductor of electricity, this capacity is exclusive to aquatic and amphibian animals.
There are two forms of electroreception. Although the neural systems of all animals (including humans) produce electric impulses as they are disgorged by the nervous system, certain animals can detect the presence of other species through a process called passive electroreception.
However, certain species can go far further. Active electroreception is animals with organs that can provide distinct electric signals when needed. These are useful not just for finding things in the water, but also as mating signals and territorial displays. Electroreceptors that are actively processing information may identify the distinction between the varied resistances that an electrical current encounters. This can aid in determining whether or not an unidentified animal is a potential meal, a threat, or something to be avoided. The range of active electroreception is around one body length, which is generally just enough for a host to avoid danger or make a killing strike.
The extraordinary use of active electroreception, known as the Jamming Avoidance Response mechanism, has been discovered amongst individuals of some species of weakly electric fish. When two such electric fish encounter one another in the ocean while communicating on the same frequency, each fish will alter the frequency of its discharge to communicate on a different frequency. Doing so protects their electroreception faculties from getting obstructed. Long before citizens’ band radio listeners were required to shout “Get off my frequency!” At least one of the species had developed a form of method for doing so for a quick and peaceful solution to this sort of conflict with incompetent beginners clogging the airwaves.Electroreception can play a significant part in animal defences. Rays are one example of this. Ray embryos grow in egg casings that are anchored to the seafloor. The embryos maintain continual movement of their tails in order to pump water and allow them to breathe through the egg’s shell.However, if a predatory fish is nearby, the embryo’s electroreceptors cause it to stop moving (and so stop sending electric currents) until the fish has gone on. Because many different kinds of marine animals pass by, the embryo has adapted to respond solely to signals that are typical of the respiratory motions of prospective predators like sharks.
Due to sharks, many people fear swimming in the water. This fear is well-founded in certain ways, as humans lack electroreceptive defence systems. Sharks, on the other hand, hunt with incredible accuracy. Moreover, two thirds of a shark’s brain is fully devoted to its olfactory organs, allowing them to first locate its prey based on its scent. As the shark approaches its victim, it tunes into electrical impulses that enable a perfect strike; this sensitivity is so acute that the shark attacks blindly by closing its eyes for defence.
Typically, human beings are attacked unintentionally. Since sharks cannot tell from electroreception if a food will satisfy their preferences, they typically “try before they buy,” taking one or two bites and then evaluating the results (our sinewy muscle is inferior to that of plumper, softer prey such as seals). Salt in the blood increases the strength of the electric field, creating the ideal conditions for a feeding frenzy, which is extremely likely after a human has begun to bleed. In regions where shark attacks on people are prevalent, scientists are studying techniques to develop electroreceptors that might disorient sharks and deter them from swimming shores.
There is still much we do not understand about how electroreception works. Despite the fact that researchers have seen the effects of electroreception on hunting, defence, and communication systems, the precise cerebral mechanisms that store and interpret this information remain unknown. Additionally, scientists are investigating the significance of electroreception in navigation. Salt water and magnetic fields from the Earth’s core may combine to generate electrical currents that sharks employ for migratory reasons, according to certain theories.
Electroreception Reading Questions
Questions 1-3
Label the diagram. Write NO MORE THAN TWO WORDS from the passage for each answer.
The shark’s __________ inform the juvenile ray of its existence.
To breathe, the embryo moves its __________.
When a predator is nearby, the embryo ceases transmitting ____________.
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Questions 4-7
Complete the following summary.Write NO MORE THAN THREE words per response from the passage.
A shark is a very efficient predator. Firstly, it uses its 4 __________ to smell its prey. When the shark is close enough to attack, it employs 5 _________ to guide it toward a precise attack. Within the final few feet, the shark rolls its eyes and retracts inside its head. Humans are not popular food sources for most sharks due to their 6 __________ Nevertheless, once a shark has bitten a human, a repeat attack is highly possible as salt from the blood intensifies the intensity of the 7 __________.
Questions 8-13
Which paragraph contains the following information?Write the correct letter from A–H, in boxes 8–13 on your answer sheet.
8. A description of how some fish can avoid disrupting each other’s electric signals
9. The term for the capacity which enables an animal to pick up but not send out electrical signals
10. How electroreception might help creatures find their way over long distances
11. A possible use for electroreception that will benefit humans
12. Why only creatures that live in or near water have electroreceptive abilities
13. How electroreception can be used to help fish reproduce
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Essential strategies and practice techniques for this IELTS Reading question type. Learn how to manage time and improve accuracy.
Originally published March 2025. Last reviewed 3 July 2026.
The Blog post contains the following IELTS Reading Questions:
IELTS Reading Matching Headings
IELTS Reading Matching Features
IELTS Reading Summary Completion
Stay informed and prepared for success – Explore our comprehensive Reading Test Info page to get valuable insights, exam format details, and expert tips for mastering the IELTS Reading section.
IELTS Reading Passage – Making Documentary Films
Making Documentary Films
AFor much of the twentieth century, documentary films were overshadowed by their more successful Hollywood counterparts. For a number of reasons, documentaries were frequently ignored by critics and film studies courses at universities. Firstly, the very idea of documentary film made some people suspicious. As the critic Dr Helmut Fischer put it, ‘Documentary makers might have ambitions to tell the “truth” and show only “facts” but there is no such thing as a non-fiction film. That’s because, as soon as you record an incident on camera, you are altering its reality in a fundamental way’. Secondly, even supporters of documentaries could not agree on a precise definition, which did little to improve the reputation of the genre. Lastly, there were also concerns about the ethics of filming subjects without their consent, which is a necessity
in many documentary films.
B None of this prevented documentaries from being produced, though exactly when the process started is open to question. It is often claimed that Nanook of the North was the first documentary. Made by the American filmmaker Robert J. Flaherty in 1922, the film depicts the hard, sometimes heroic lives of native American peoples in the Canadian Arctic. Nanook of the North is said to have set off a trend that continued though the 1920s with the films of Dziga
Vertov in the Soviet Union and works by other filmmakers around the world. However, that 1922 starting point has been disputed by supporters of an earlier date. Among this group is film historian Anthony Berwick, who argues that the genre can be traced back as early as 1895, when similar films started to appear, including newsreels, scientific films and accounts of journeys of exploration.
C In the years following 1922, one particular style of documentary started to appear. These films adopted a serious tone while depicting the lives of actual people. Cameras were mounted on tripods and subjects rehearsed and repeated activities for the purposes of the film. British filmmaker John Grierson was an important member of this group. Grierson’s career lasted nearly 40 years, beginning with Drifters (1929) and culminating with | Remember, | Remember (1968). However, by the 1960s Grierson’s style of film was being rejected by the Direct Cinema movement, which wanted to produce more natural and authentic films: cameras were hand-held; no additional lighting or sound was used; and the subjects did not rehearse. According to film writer Paula Murphy, the principles and methods of Direct Cinema brought
documentaries to the attention of universities and film historians as never before. Documentaries started to be recognized as a distinct genre worthy of serious scholarly analysis.
D Starting in the 1980s, the widespread availability of first video and then digital cameras transformed filmmaking. The flexibility and low cost of these devices meant that anyone could now be a filmmaker. Amateurs working from home could compete with professionals in ways never possible before. The appearance of online film-sharing platforms in the early 2000s only increased the new possibilities for amateur documentaries were being made, perhaps the most popular documentary of 2006 was still the professionally made An Inconvenient Truth. New cameras and digital platforms revolutionised the making of films. But as critic Maria Fiala has pointed out, “The arguments sometimes put forward that these innovations immediately transformed what the public expected to see in a documentary isn’t entirely accurate”.
E However, a new generation of documentary filmmakers then emerged, and with them came a new philosophy of the genre. These filmmakers moved away from highlighting political themes or urgent social issues. Instead the focus moved inwards, exploring personal lives, relationships and emotions. It could be argued that Catfish (2010) was a perfect example of this new trend. The film chronicles the everyday lives and interactions of the social media generation and was both a commercial and critical success. Filmmaker Josh Camberwell maintains that Catfish embodies a new realization that documentaries are inherently subjective and that this should be celebrated. Says Camberwell, it is a requirement for documentary makers to express a particular viewpoint and give personal responses to the material they are recording.
F The popularity and variety of documentaries today is illustrated by the large number of film festivals focusing on the genre around the world. The biggest of all must be the Hot Docs Festival in Canada, which over the years has showcased hundreds of documentaries from more than 50 different countries. Even older is the Hamburg International Short Film Festival. As its name suggests, Hamburg specializes in short films, but one category takes this to its limits – entries may not exceed three minutes in duration. The Short and Sweet Festival is a slightly
smaller event held in Utah, USA. The small size of the festival means that for first timers this is the ideal venue to try to get some recognition for their films. Then there is the Atlanta Shortsfest, which is a great event for a wide variety of filmmakers. Atlanta welcomes all established types of documentaries and recognises the growing popularity of animations, with a category specifically
for films of this type. These are just a few of the scores of film festivals on offer, and there are more being established every year. All in all, it has never been easier for documentary makers to get their films in front of an audience.
Reading Passage 2 has six paragraphs, A-F. Choose the correct heading for each paragraph from the list of headings below.
Select the correct number, i-vill, in boxes 14-19 on your answer sheet.
List of Headings
i A contrast between two historic approaches to documentary filmmaking ii Disagreement between two individual documentary makers iii A wide range of opportunities to promote documentary filmmaking iv A number of criticisms about all documentary filmmaking in the past v One film that represented a fresh approach to documentary filmmaking vi Some probable future trends in documentary filmmaking vii The debate about the origins of documentary filmmaking viii The ability of ordinary people to create documentary films for the first time
14 Paragraph A 15 Paragraph B 16 Paragraph C 17 Paragraph D 18 Paragraph E 19 Paragraph F
Look at the statements (Questions 20-23) and the list of people below. Match each statement with the correct person, A-E.
List of People
A Dr Helmut Fischer B Anthony Berwick C Paula Murphy D Maria Fiala E Josh Camberwell
Select the correct letter, A-E, in boxes 20-23 on your answer sheet.
20 The creation of some new technologies did not change viewers’ attitudes towards documentaries as quickly as is sometimes proposed. 21 One set of beliefs and techniques helped to make documentary films academically respectable. 22 The action of putting material on film essentially changes the nature of the original material. 23 Documentary filmmakers have an obligation to include their own opinions about and analysis of the real events that they show in their films.
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Questions 24-26
Complete the summary below.
Choose NO MORE THAN TWO WORDS AND A NUMBER from the passage for each answer.
FILM FESTIVALS
There are many festivals for documentary makers. For example, Canada’s Hot Docs festival has screened documentaries from more than 50 countries. Meanwhile, the Hamburg Short Film Festival lives up to its name by accepting films no more than 24 …………………………….. long in one of its categories. The Short and Sweet Film Festival is especially good for documentary makers who are 25 …………………………… . And the Atlanta Shortsfest accepts numerous forms of documentaries including 26 ……………………………, which are becoming more common.
Boost your performance in Summary, Notes, Table, and Flowchart Completion tasks. Click here to explore our detailed guide and learn how to effectively complete summaries, notes, tables, and flowcharts in the IELTS Reading section.
14Answer: iv 15Answer: vii 16Answer: i 17Answer: viii 18Answer: v. 19Answer: iii 20Answer: D 21Answer: C 22Answer: A 23Answer: E 24Answer: 3 minutes/three minutes 25Answer: 1st timers/ first timers 26Answer: animations
We hope you found this post useful in helping you to study for the IELTS Test. If you have any questions please let us know in the comments below or on the Facebook page.
The best way to keep up to date with posts like this is to like us on Facebook, then follow us on Instagram and Pinterest. If you need help preparing for the IELTS Test, join the IELTS Achieve Academy and see how we can assist you to achieve your desired band score. We offer an essay correction service, mock exams and online courses.
Essential strategies and practice techniques for this IELTS Reading question type. Learn how to manage time and improve accuracy.
Originally published March 2025. Last reviewed 3 July 2026.
The Blog post contains the following IELTS Reading Questions:
IELTS Reading Sentence Completion
IELTS Reading Diagram Labelling
IELTS Reading Multiple Choice Questions
Stay informed and prepared for success – Explore our comprehensive Reading Test Info page to get valuable insights, exam format details, and expert tips for mastering the IELTS Reading section.
IELTS Reading PassageIn Praise or Fast Food
In Praise or Fast Food
The media and a multitude of cookbook writers would have us believe that modern, fast, processed food is a disaster and that it is a mark of sophistication to bemoan the steel roller mill and sliced white bread while yearning for stone-ground flour and a brick oven. Perhaps, we should call those who scorn industrialized food, culinary Luddites, after the 19th-century English workers who rebelled against the machines that destroyed their way of life. Instead of technology, what these Luddites abhor is commercial sauces and any synthetic aid to flavoring our food. Culinary Luddism has come to signify more than just taste, however. It presents itself as a moral and political crusade, and it is here that I begin to back off. As a historian, I cannot accept the notion that the sunny, rural days of yesterday are in such contrast to the grey industrial present. I refute the philosophy that so crudely pits fresh and natural against processed and preserved, local against global, slow against fast, and additive-free against contaminated. History shows, I believe, that the Luddites have things back to front. It will come as a shock to many to discover that the notion of food being fresh and natural is a rather modern one. For our ancestors, what was natural frequently tasted bad. Fresh meat was rank and tough, fresh fruit inedibly sour, and fresh vegetables bitter. Natural was unreliable. Fresh milk soured, eggs went rotten, and everywhere seasons of plenty were followed by seasons of hunger. What’s more, natural was usually indigestible. Grains, which supplied 50 to 90 percent of the calories in most societies, had to be threshed, ground, and cooked to be fit for consumption. So to make food tasty, safe, digestible, and healthy, our forebears bred, ground, soaked, leached, curdled, fermented, and cooked naturally occurring plants and animals until they were nothing at all like their original form. They created sweet oranges and juicy apples and non-bitter legumes, happily abandoning their more natural but less tasty ancestors. They dried their meat and fruit, salted and smoked their fish, curdled and fermented their dairy products, and cheerfully used additives and preservatives like sugar, salt, oil, and vinegar to make the food edible. Eating fresh, natural food was regarded with suspicion verging on horror; only the uncivilized, the poor, and the starving resorted to it. The ancient Greeks regarded the consumption of greens and root vegetables as a sign of bad times, and many succeeding civilizations believed the same. Happiness was not a verdant garden abounding in fresh fruits, but a securely locked storehouse jammed with preserved, processed foods. What about the idea that the best food is handmade in the country? That food comes from the country goes without saying. However, the idea that country people eat better than city dwellers is preposterous. Very few of our ancestors working the land were independent peasants baking their bread and salting down their pigs. Most were burdened with heavy taxes and rent, often paid directly by the food they produced. Many were ultimately serfs or slaves, who subsisted on what was leftover watery soup and gritty flatbread. The dishes we call ethnic and assume to be of peasant origin were invented for the urban, or at least urbane, aristocrats who collected the surplus. This is as true of the lasagna of northern Italy as it is of the chicken korma of Mughal Delhi, the moo shu pork of imperial China, and the pilafs
Choose NO MORE THAN THREE WORDS from Reading Passage 3 for each answer.
Write your answers in boxes 27-29 on your answer sheet.
27 ………………………………….. = mass, produced bread.
28 ………………………………….. = traditionally produced bread
29 ………………………………….. enhanced by synthetic products
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Questions 30-34
Complete the sentences.
Write NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 30-34 on your answer sheet.
30The writer does not believe that a ……………………. philosophy of food production is superior to an industrialized philosophy of food production. 31In the past, the majority of fresh, natural food ……………………. and could not be relied on. 32Most people’s intake consisted largely of.. ………………….., which required a great deal of preparation. 33The ……………………. of food was unrecognizable once it had gone through the various processes of making it edible. 34For the ancient Greeks, a ……………………. full of food was preferable to a garden full of fruit.
Enhance your sentence completion skills in the IELTS Reading section. Click here to access our comprehensive guide and learn effective strategies for filling in missing words or phrases in sentences.
Questions 35-40
Choose the correct letter A, B, C, or D.
Write your answers in boxes 35-40 on your answer sheet.
35What does the writer say about peasants?
They had a better diet than most people living in cities.
They were largely self-sufficient.
Much of what they produced went to a landowner.
They created imaginative soup and flatbread dishes.
36Lasagna is an example of a dish
Invented by peasants.
Created for wealthy city-dwellers.
That was only truly popular in northern Italy.
That tastes like dishes from several other countries.
37Which of the following is NOT an important factor mentioned in the eighth and ninth paragraphs?
The development of take-away food as an option
The arduous nature of food preparation before mass-production
The global benefits of industrialized food production
The range of advantages that industrialized food production had
38What is the important point the writer wishes to make in the tenth paragraph?
There are disadvantages to modem food production as well as advantages.
People need to have a balanced diet.
People everywhere now have a huge range of food to choose from.
Demand for food that is traditionally produced exploits the people that produce it.
39The writer mentions chocolate, pasta, and canned tomatoes in the same paragraph because
The industrialized version has advantages over the natural version.
They are all products associated with a sophisticated lifestyle.
They are all products that have suffered from over-commercialization.
They are the most popular examples of industrial foods.
40What is the overall point that the writer makes in the reading passage?
People should learn the history of the food they consume.
Modem industrial food is generally superior to raw and natural food.
Criticism of industrial food production is largely misplaced.
People should be more grateful for the range of foods they can now choose from.
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27Answer: steel roller mill 28Answer: brick oven 29Answer: flavoring 30Answer: rural 31Answer: tasted bad 32Answer: grains 33Answer: original form 34Answer: storehouse 35Answer: C 36Answer: B 37Answer: A 38Answer: D 39Answer: A 40Answer: C
We hope you found this post useful in helping you to study for the IELTS Test. If you have any questions please let us know in the comments below or on the Facebook page.
The best way to keep up to date with posts like this is to like us on Facebook, then follow us on Instagram and Pinterest. If you need help preparing for the IELTS Test, join the IELTS Achieve Academy and see how we can assist you to achieve your desired band score. We offer an essay correction service, mock exams and online courses.
Comprehensive guide covering essential IELTS preparation strategies and techniques to help you achieve your target band score.
Originally published April 2023. Last reviewed 3 July 2026.
The Simple Conditional Tense, also known as the First Conditional, is a crucial aspect of English grammar. It is used to describe possible future actions or events that are contingent on another condition being fulfilled. This guide will help you gain a thorough understanding of the Simple Conditional Tense and enable you to use it effectively in your sentences.
Structure of the Simple Conditional Tense (First Conditional)
The Simple Conditional Tense (First Conditional) is formed using the formula: If + Subject + present simple verb, Subject + will + base form of the verb. Example: If it rains, we will stay indoors.
The general structure for a Simple Conditional Tense (First Conditional) sentence is:
Affirmative sentence: If + Subject + present simple verb, Subject + will + base form of the verb Example: If she arrives early, we will start the meeting.
Negative sentence: If + Subject + present simple verb, Subject + will not (won’t) + base form of the verb Example: If she arrives early, we won’t start the meeting.
Interrogative sentence: Will + subject + base form of the verb + if + subject + present simple verb + ? Example: Will we start the meeting if she arrives early?
Usage of the Simple Conditional Tense (First Conditional)
The Simple Conditional Tense, also known as the First Conditional, is used to express possible future actions or events that are contingent on another condition being fulfilled. Here are some of the primary usages of the First Conditional:
Describing future actions or events that depend on a condition:
The Simple Conditional Tense (First Conditional) is used to express possible future actions or events that rely on another condition being met. Example: If I had a day off tomorrow, I would go hiking in the mountains.
Giving advice or making suggestions:
This tense can also be used to offer advice or make suggestions based on a specific condition. Example: If you feel unwell, you should visit the doctor.
Expressing likely outcomes or consequences:
The First Conditional can be used to show the probable result or consequence of a particular action or situation. Example: If you don’t water the plants, they will die.
Making promises or warnings:
The First Conditional can be used to make promises or warnings based on certain conditions. Example: If you finish your homework, I’ll let you play video games. Example: If you don’t follow the rules, there will be consequences.
Common Mistakes and Exceptions in the Simple Conditional Tense (First Conditional)
When using the Simple Conditional Tense (First Conditional), there are some common mistakes and exceptions to be aware of:
Incorrect verb forms:
A common mistake is using incorrect verb forms in the if-clause and the main clause. Remember to use the present simple verb in the if-clause and the base form of the verb with “will” in the main clause. Incorrect: If she will come, we would start the party. Correct: If she comes, we will start the party.
Inverted word order:
Another common mistake is inverting the word order in the if-clause, which is not necessary. The if-clause should follow the regular subject-verb order. Incorrect: If will she come, we will start the party. Correct: If she comes, we will start the party.
Using “when” instead of “if”:
Sometimes, learners mistakenly use “when” instead of “if” in the First Conditional. “When” is used for events that are certain to happen, while “if” is used for events that are contingent on a specific condition. Incorrect: When she comes, we will start the party. Correct: If she comes, we will start the party.
Mixing conditionals:
It is essential to avoid mixing the First Conditional with other types of conditional sentences (e.g., the Second or Third Conditional). Each conditional has its specific usage, and mixing them can lead to confusion or incorrect grammar. Incorrect: If she came, we will start the party. (mixed First and Second Conditional) Correct: If she comes, we will start the party. (First Conditional)
Incorrect use of modals:
Using the incorrect modal verbs in the main clause can also lead to mistakes. In the First Conditional, “will” is generally used, but other modals like “can,” “may,” or “might” can be used to express different degrees of certainty or possibility. Incorrect: If she comes, we must start the party. Correct: If she comes, we will (can, may, might) start the party.
Practice Exercises for the Simple Conditional Tense (First Conditional):
a) Complete the following sentences using the correct form of the verbs in parentheses: i) If it _______ (rain) tomorrow, we _______ (stay) indoors. ii) They _______ (be) upset if you _______ (not attend) their party. iii) If you _______ (work) hard, you _______ (achieve) your goals.
b) Rewrite the following sentences using the First Conditional: i) We will go to the beach unless it rains. ii) She will be disappointed if her team loses. iii) He will pass the exam if he studies.
c) Convert the following sentences to negative form: i) If she studies, she will pass the exam. ii) If they invite us, we will attend the party. iii) If he eats too much, he will feel sick.
Solutions for the Simple Conditional Tense (First Conditional):
a) Complete the following sentences using the correct form of the verbs in parentheses: i) If it rains (rain) tomorrow, we will stay (stay) indoors. ii) They will be (be) upset if you don’t attend (not attend) their party. iii) If you work (work) hard, you will achieve (achieve) your goals.
b) Rewrite the following sentences using the First Conditional: i) If it doesn’t rain, we will go to the beach. ii) If her team doesn’t lose, she will not be disappointed. iii) If he studies, he will pass the exam.
c) Convert the following sentences to negative form: i) If she doesn’t study, she won’t pass the exam. ii) If they don’t invite us, we won’t attend the party. iii) If he doesn’t eat too much, he won’t feel sick.
By practising these exercises, you will become more familiar with the Simple Conditional Tense (First Conditional) and improve your ability to use it accurately and effectively in your sentences. Keep practising to enhance your English grammar skills.
In summary, the Simple Conditional Tense (First Conditional) is an essential aspect of English grammar, allowing you to express possible future actions or events based on specific conditions. By understanding its structure, and usage, and avoiding common mistakes, you will confidently and effectively use the Simple Conditional Tense in your sentences. Keep practising to enhance your English grammar skills, and for a deeper understanding of other tenses, check out our comprehensive guide on English Tenses.
Comprehensive guide covering essential IELTS preparation strategies and techniques to help you achieve your target band score.
Originally published April 2023. Last reviewed 3 July 2026.
The Future Continuous Tense, an important aspect of English grammar, is used to express actions or events that will be ongoing at a specific point in the future. This guide aims to provide you with a comprehensive understanding of the Future Continuous Tense and the confidence to use it effectively in your sentences.
To learn more about other English tenses and enhance your grammar skills, check out our comprehensive guide on English Tenses. Mastering various tenses, including the Future Continuous Tense, will enable you to express actions or events occurring at specific points in time, providing clarity and precision in your sentences.
Structure of the Future Continuous Tense
The Future Continuous Tense is formed using the auxiliary verbs ‘will be’ or ‘shall be’ (for first person singular/plural) followed by the present participle (the base form of the verb + -ing).
Affirmative sentence: Subject + auxiliary verb (will be/shall be) + present participle + (object/adverb) Example: He will be playing soccer.
Negative sentence: Subject + auxiliary verb (will be/shall be) + not + present participle + (object/adverb) Example: They will not be attending the party.
Interrogative sentence: Auxiliary verb (will/shall) + subject + be + present participle + (object/adverb) + ? Example: Will you be traveling next week?
Negative interrogative sentence: Auxiliary verb (will/shall) + subject + not + be + present participle + (object/adverb) + ? Example: Won’t they be watching the game?
Usage of the Future Continuous Tense
a) Describing actions or events that will be in progress at a specific point in the future:
The Future Continuous Tense can be used to indicate that an action or event will be happening at a particular time in the future. This usage helps to emphasize that the action will be ongoing, rather than just happening at that specific moment.
Example: She will be studying at the library tomorrow afternoon.
b) Predicting actions or events that will be happening in the future:
This tense can also be used to make predictions about future events or actions. When using the Future Continuous Tense for predictions, it suggests that the action will occur naturally or as part of a routine or plan.
Example: They will be working on the project next month.
c) Asking politely about someone’s future plans:
The Future Continuous Tense can be used in questions to ask about someone’s future intentions or plans in a polite and less intrusive way. By using this tense, the speaker implies that they are interested in the ongoing aspect of the action rather than just the final outcome.
Example: Will you be attending the conference next week?
d) Describing actions or events that will be in progress when another future event occurs:
The Future Continuous Tense can also be used to describe actions that will be happening simultaneously with another event in the future. This can help to create a vivid image of two events occurring at the same time.
Example: We will be eating dinner when the movie starts.
e) Expressing parallel actions in the future:
When two or more actions will be happening at the same time in the future, the Future Continuous Tense can be used to show the simultaneity of these actions.
Example: While you will be taking the exam, I will be attending a meeting.
Common Mistakes and Exceptions
a) Incorrect use of ‘will’ with ‘I’ and ‘we’:
A common mistake is using ‘will’ in the Future Continuous Tense with the pronouns ‘I’ and ‘we’ when making predictions or expressing intentions. To sound more natural and less forceful, use ‘shall’ instead of ‘will’ with ‘I’ and ‘we’ in these situations.
Incorrect: I will be attending the meeting tomorrow. Correct: I shall be attending the meeting tomorrow.
b) Using stative verbs in the Future Continuous Tense:
Stative verbs, which describe states or conditions rather than actions, are generally not used in the continuous form, including the Future Continuous Tense. Instead, use the simple future tense for these verbs.
Incorrect: She will be knowing the answer by tomorrow. Correct: She will know the answer by tomorrow.
c) Confusing the Future Continuous Tense with the Future Perfect Continuous Tense:
Another common mistake is confusing the Future Continuous Tense with the Future Perfect Continuous Tense. While both tenses describe ongoing actions in the future, the Future Perfect Continuous Tense emphasizes the duration of the action up until a certain point in the future.
Incorrect: She will be studying for three hours when the exam starts. Correct: She will have been studying for three hours when the exam starts.
d) Using ‘going to’ instead of ‘will’ in the Future Continuous Tense:
In informal speech, some people mistakenly use ‘going to’ instead of ‘will’ when forming the Future Continuous Tense. While both ‘going to’ and ‘will’ can be used to talk about future actions, only ‘will’ is used in the Future Continuous Tense.
Incorrect: She is going to be working at the office tomorrow. Correct: She will be working at the office tomorrow.
Practice Exercises
a) Rewrite the following sentences in the Future Continuous Tense:
i) She cooks dinner. ii) They watch a movie. iii) He reads a book.
b) Convert the following sentences to negative form:
i) She will be cooking dinner. ii) The team will be playing the match. iii) We will be visiting the museum.
c) Form questions for the following sentences:
i) They will be finishing their homework. ii) He will be writing a book. iii) She will be starting a new job.
Solutions
a) Rewrite the following sentences in the Future Continuous Tense:
i) She will be cooking dinner. ii) They will be watching a movie. iii) He will be reading a book.
b) Convert the following sentences to negative form:
i) She will not be cooking dinner. ii) The team will not be playing the match. iii) We will not be visiting the museum.
c) Form questions for the following sentences:
i) Will they be finishing their homework? ii) Will he be writing a book? iii) Will she be starting a new job?
In summary, the Future Continuous Tense is an essential tense in English that helps convey actions or events that will be ongoing at a specific point in the future. By understanding its structure, usage, negative and interrogative forms, and avoiding common mistakes, you will be able to use the Future Continuous Tense confidently and effectively in your sentences. Keep practicing to enhance your English grammar skills.
Comprehensive guide covering essential IELTS preparation strategies and techniques to help you achieve your target band score.
Originally published April 2023. Last reviewed 3 July 2026.
The Past Perfect Tense is an essential aspect of English grammar used to express actions or events that were completed before another action or event in the past. This guide aims to provide you with a comprehensive understanding of the Past Perfect Tense and the confidence to use it effectively in your sentences.
Structure of the Past Perfect Tense
The Past Perfect Tense is formed using the auxiliary verb ‘had’ and the past participle (the third form of the verb).
Affirmative sentence: Subject + auxiliary verb (had) + past participle + (object/adverb) Example: He had finished his homework.
Negative sentence: Subject + auxiliary verb (had) + not + past participle + (object/adverb) Example: They had not visited the museum.
Interrogative sentence: Auxiliary verb (had) + subject + past participle + (object/adverb) + ? Example: Had you read the book?
Negative interrogative sentence: Auxiliary verb (had) + subject + not + past participle + (object/adverb) + ? Example: Hadn’t they completed the project?
Usage of the Past Perfect Tense
a) Describing actions or events completed before another action or event in the past:
Example: She had traveled to Europe before she moved there.
b) Describing actions completed before a specific point in the past:
Example: They had already left when I arrived at the party.
c) Showing the order of past actions:
Example: The movie had started by the time we reached the theater.
Common Mistakes and Exceptions
Avoid using the Past Perfect Tense when the order of events is clear without it or when the simple past tense is sufficient.
Incorrect: I had went to the store and then I had cooked dinner. Correct: I went to the store and then I cooked dinner.
Practice Exercises
a) Rewrite the following sentences in the Past Perfect Tense:
i) She bought a new car. ii) They ate at the restaurant. iii) He learned French.
b) Convert the following sentences to negative form:
i) She had cooked dinner. ii) The team had won the game. iii) We had visited the museum.
c) Form questions for the following sentences:
i) They had finished their homework. ii) He had written a book. iii) She had started a new job.
Solutions
a) i) She had bought a new car. ii) They had eaten at the restaurant. iii) He had learned French.
b) i) She had not cooked dinner. ii) The team had not won the game. iii) We had not visited the museum.
c) i) Had they finished their homework? ii) Had he written a book? iii) Had she started a new job?
The Past Perfect Tense is an essential tense in English that helps convey actions or events completed before another action or event in the past. By understanding its structure, usage, and negative and interrogative forms, and avoiding common mistakes, you will be able to use the Past Perfect Tense confidently and effectively in your sentences. Keep practicing to enhance your English grammar skills.
Comprehensive guide covering essential IELTS preparation strategies and techniques to help you achieve your target band score.
Originally published April 2023. Last reviewed 3 July 2026.
The Present Perfect Tense is a critical aspect of English grammar used to express actions or events that occurred at an unspecified time in the past or actions that started in the past and continue to the present. This guide aims to provide you with the necessary tools to understand and confidently use the Present Perfect Tense in your sentences.
Structure of the Present Perfect Tense
The Present Perfect Tense is formed using the auxiliary verb ‘to have’ (has/have) and the past participle (the third form of the verb).
Affirmative sentence: Subject + auxiliary verb (has/have) + past participle + (object/adverb) Example: He has finished his homework.
Negative sentence: Subject + auxiliary verb (has/have) + not + past participle + (object/adverb) Example: They have not visited the museum.
Interrogative sentence: Auxiliary verb (has/have) + subject + past participle + (object/adverb) + ? Example: Have you read the book?
Negative interrogative sentence: Auxiliary verb (has/have) + subject + not + past participle + (object/adverb) + ? Example: Haven’t they completed the project?
Usage of the Present Perfect Tense
a) Describing actions or events that occurred at an unspecified time in the past:
Example: She has traveled to Europe.
b) Describing actions that started in the past and continue to the present:
Example: They have lived in this city for ten years.
c) Describing actions that have been completed recently:
Example: I have just finished my report.
Common Mistakes and Exceptions
Remember that the Present Perfect Tense is not used with specific time expressions, such as yesterday, last week, or two years ago. Instead, use the simple past tense for these cases.
Incorrect: I have met her yesterday. Correct: I met her yesterday.
Practice Exercises
a) Rewrite the following sentences in the Present Perfect Tense:
i) She buys a new car. ii) They eat at the restaurant. iii) He learns French.
b) Convert the following sentences to negative form:
i) She has cooked dinner. ii) The team has won the game. iii) We have visited the museum.
c) Form questions for the following sentences:
i) They have finished their homework. ii) He has written a book. iii) She has started a new job.
Solutions
a) i) She has bought a new car. ii) They have eaten at the restaurant. iii) He has learned French.
b) i) She has not cooked dinner. ii) The team has not won the game. iii) We have not visited the museum.
c) i) Have they finished their homework? ii) Has he written a book? iii) Has she started a new job?
The Present Perfect Tense is an essential tense in English that helps convey actions or events that occurred at an unspecified time in the past or actions that started in the past and continue to the present. By understanding its structure, usage, negative and interrogative forms, and avoiding common mistakes, you will be able to use the Present Perfect Tense confidently and effectively in your sentences. Keep practicing to enhance your English grammar skills.
Comprehensive guide covering essential IELTS preparation strategies and techniques to help you achieve your target band score.
Originally published April 2023. Last reviewed 3 July 2026.
The Present Continuous Tense, also known as the Present Progressive Tense, is a fundamental tense in the English language, which is used to indicate ongoing actions at or around the moment of speaking. This guide will help you fully understand the Present Continuous Tense and enable you to use it confidently in your sentences.
Formation of the Present Continuous Tense
The Present Continuous Tense is formed by combining the auxiliary verb ‘to be’ (am, is, or are) with the present participle of the main verb (the base form of the verb + -ing).
Example: He is driving his car.
The structure for a Present Continuous Tense sentence generally follows this pattern:
Affirmative sentence: Subject + auxiliary verb (‘to be’ in the form of am/is/are) + main verb + -ing + (object/adverb)
Example: She is reading a book.
Negative sentence: Subject + auxiliary verb (‘to be’ in the form of am/is/are) + not + main verb + -ing + (object/adverb)
Example: She is not reading a book.
Interrogative sentence: Auxiliary verb (‘to be’ in the form of am/is/are) + subject + main verb + -ing + (object/adverb) + ?
Example: Is she reading a book?
Negative interrogative sentence: Auxiliary verb (‘to be’ in the form of am/is/are) + subject + not + main verb + -ing + (object/adverb) + ?
Example: Isn’t she reading a book?
Remember that the auxiliary verb ‘to be’ should be conjugated according to the subject (am for ‘I,’ is for singular subjects like ‘he,’ ‘she,’ or ‘it,’ and are for plural subjects like ‘they’ or ‘we’).
Usage of the Present Continuous Tense
a) Describing actions happening at the moment of speaking:
Example: They are discussing their project.
b) Describing actions happening around the present moment:
Example: I am learning to play the guitar this month.
c) Indicating near future plans:
Example: We are going to the beach tomorrow.
Negative and Interrogative Forms
a) Negative form:
Example: She is not cooking dinner tonight.
b) Interrogative form:
Example: Are they attending the meeting?
Examples of Present Continuous Tense Usage
a) Describing actions happening at the moment of speaking:
Example: The baby is sleeping.
b) Describing actions happening around the present moment:
Example: My sister is studying for her final exams.
c) Indicating near future plans:
Example: They are flying to Spain next week.
Common Mistakes and Exceptions
Remember that stative verbs (e.g., love, know, believe) are generally not used in the continuous form. Instead, use the simple present tense for these verbs.
Incorrect: She is knowing the answer. Correct: She knows the answer.
Practice Exercises
a) Rewrite the following sentences in the Present Continuous Tense:
i) He watches a movie. ii) They enjoy their vacation. iii) She walks in the park.
b) Convert the following sentences to negative form:
i) He is shopping for groceries. ii) The birds are singing. iii) We are celebrating her birthday.
c) Form questions for the following sentences:
i) They are working on a new project. ii) The students are studying in the library. iii) She is making a cake.
Solutions
a) i) He is watching a movie. ii) They are enjoying their vacation. iii) She is walking in the park.
b) i) He is not shopping for groceries. ii) The birds are not singing. iii) We are not celebrating her birthday.
c) i) Are they working on a new project? ii) Are the students studying in the library? iii) Is she making a cake?
The Present Continuous Tense is an essential tense in English that helps convey ongoing actions at or around the moment of speaking, as well as indicating near future plans. By understanding its formation, usage, negative and interrogative forms, and avoiding common mistakes, you will be able to use the Present Continuous Tense confidently and effectively in your sentences. Keep practicing to enhance your English grammar skills.
Comprehensive guide covering essential IELTS preparation strategies and techniques to help you achieve your target band score.
Originally published April 2023. Last reviewed 3 July 2026.
The future perfect continuous tense, sometimes referred to as the future perfect progressive, is a crucial aspect of English grammar. It is used to express actions that will continue until a specific point in the future. This guide offers a detailed explanation of the structure, usage, and examples of the future perfect continuous tense. Additionally, you will find practice exercises to reinforce your understanding of this fundamental aspect of English grammar.
Structure of Future Perfect Continuous Tense:
The future perfect continuous tense comes in two forms: “will have been doing” and “be going to have been doing.” Both forms can typically be used interchangeably.
Affirmative sentences: Subject + will have been/be going to have been + present participle (base verb + ing) + (time duration) Example: By the end of this month, she will have been working at the company for five years.
Negative sentences: Subject + will not have been/be not going to have been + present participle (base verb + ing) + (time duration) Example: Before they move back to their hometown, they will not have been living in the city for long.
Interrogative sentences (questions): Will/Is/Are + subject + have been + present participle (base verb + ing) + (time duration) + ? Example: When you finally go to bed, will you have been studying for the exam all night?
Interrogative-negative sentences: Will/Is/Are + subject + not + have been + present participle (base verb + ing) + (time duration) + ? Example: When it finally arrives, will they not have been waiting for the bus for over an hour?
Using the Future Perfect Continuous Tense:
Duration before something in the future: The future perfect continuous tense is employed to indicate that something will continue until a particular event or time in the future. This tense is related to the present perfect continuous and past perfect continuous, but the duration stops at or before a reference point in the future. Phrases like “for five minutes,” “for two weeks,” and “since Friday” can all be used with the future perfect continuous tense.
Examples:
By the time Thomas arrives, they will have been talking for over an hour.
When it finally closes, she is going to have been working at that company for three years.
Cause of something in the future: To show cause and effect, use the future perfect continuous tense before another action in the future.
Important Points to Remember:
Non-continuous verbs: These verbs cannot be used in continuous tenses, including the future perfect continuous tense. Instead, use the future perfect tense for such verbs.
Example:
She will have known him for years before they become close friends. (Correct)
Adverb placement: For grammar adverbs like always, only, never, ever, still, and just, follow these examples for correct placement:
They will only have been traveling for an hour when they encounter a roadblock.
Will you just have been discussing the problem when the boss walks in?
Active/Passive Voice: Active: The team will have been preparing the presentation for weeks before the conference. Passive: The presentation will have been being prepared by the team for weeks before the conference. (Note: Passive forms of the future perfect continuous are not common.)
Future Continuous vs. Future Perfect Continuous:
It is crucial to differentiate between future continuous and future perfect continuous tenses, as using them interchangeably can alter the meaning of a sentence. Future continuous emphasizes interrupted actions, while future perfect continuous emphasizes a duration of time before something in the future. To understand the difference, study the examples below:
No Future in Time Clauses:
Like all future forms, the future perfect continuous cannot be used in clauses beginning with time expressions such as when, while, before, after, by the time, as soon as, if, unless, etc. Instead of the future perfect continuous, use the present perfect continuous in these cases.
