Comprehensive guide covering essential IELTS preparation strategies and techniques to help you achieve your target band score.
Originally published March 2025. Last reviewed 3 July 2026.
The Blog post contains the following IELTS Reading Questions:
IELTS Reading Table Completion
IELTS Reading True/False/Not given
IELTS Reading Multiple Choice Questions
IELTS reading passage – Art or Craft
Art or Craft
A. Craftsmen have traditionally been considered distinct from artists. Craftsmen, such as woodworkers and plasterers, had their own guild, whereas the artist was thought to be a more solitary being confined to an existence in a studio or attic. Furthermore, whereas craftsmen could rely on a reasonably consistent income, artists were frequently living on the breadline, and the term “starving artist” became a synonym to describe the impoverished existence of artists in general. Even today, the lives of a craftsman and an artist could not be more dissimilar. However, what exactly distinguishes craft from art, both practically and philosophically?
B. The nature of the finished product or piece is one of the primary distinctions between art and craft. Fundamentally, the idea of craft has traditionally been connected to the creation of goods that are useful or practical. Contrarily, art is not constrained by the confines of practicality. While an artist’s creation is often without a practical purpose, a craftsman’s teapot or vase should typically be able to carry tea or flowers. In actuality, the sole purpose of art and its existence is to simply “be,” which is why Dada artist Meret Oppenheim made the fur lined teacup. The “cup” as such was evidently never meant to be used in a practical manner, any more than a chocolate teapot possibly was.
C. Artistry in craftsmanship is consequently simply a by product because the number one focus is on what something does, now no longer what it is. The opposite is real for artwork. Artistic merchandise attraction is purely at the degree of the imagination. As the prestigious philosopher, Kant, stated, ‘At its best, artwork cultivates and expands the human spirit.’ Whether the artist answerable for a chunk of artwork has sufficient expertise to acquire that is any other matter. However, the purpose of all artists stays the same: to produce a piece that also goes beyond the mundane and uplifts the viewer. In contrast, the world of the craftsman and his paintings stay lodged firmly in the practicality of the everyday world. An item produced through an artist is consequently essentially specific from the one produced through a craftsman
D. Differences among the 2 disciplines of art and craft make bigger additionally to the method required to produce the finished object. The British philosopher R.G. Collingwood, who set out a list of standards that distinguish art from craft, focused on the distinction between the two subjects in their ‘planning and execution. With a craft, Collingwood argued, the ‘result to be acquired is preconceived or thought out before being arrived at.’ The craftsman, Collingwood says, ‘knows what he desires to make before he makes it’. This foreknowledge, consistent with Collingwood, has to now no longer be vague but precise. In fact, such making plans are taken into consideration to be ‘indispensable’ to craft. In this respect, the craft is essentially one-of-a-kind from the artwork. Art is located by Collingwood at the different end of the creative continuum, the introduction of art being described as a method that evolves non-deterministically. The artist is, therefore, just as unaware as everybody else as to what the end product of the introduction will be, while he’s actually in the process of creating. Contrast this with the craftsman who already knows what the end product will seem like before she or he has even begun to create it.
E. Since the artist isn’t always following a set of standard guidelines in the process of creation, she or he has no guidelines like the craftsman. Whilst the desk or chair created by the craftsman, for example, has to conform to certain expectations in look and design, no such limitations are imposed on the artist. For it is the artist alone who, via a trial-and-error approach, will create the final object.
F. The object merely evolves over time. Whereas the craftsman can pretty correctly predict when a product can be completed taking technical methods into account, the artist can do no such thing. The artist is at the mercy of inspiration alone and pretty apart from not being capable of having a projected completion date, might also additionally never be capable of assuring that the object will be completed at all. Unfinished symphonies by wonderful composers and works of literature by no means finished through their authors testify to this.
G. Having no particular end goal in mind, the emphasis at the finished product which is true of craftsmanship is placed Instead on the act of creation itself with the artist. The creation of the work of art is an exploration and a battle and direction of discovery for the artist. It could be said that the artist is producing as much for himself as for people who will view the finished product. This act of creation is very distinct from the manufacturing of an object that is crafted, therefore. The aim of creating craftwork is monetary compensation. Craft is produced for purchase and is basically a money-generating industry. Any craftsman who observed the artistic approach to creation might quickly be out of a job. Craftsmen are predicted to deliver, artists are not. This is probably the maximum fundamental distinction that separates the craftsman from the artist.
Art or Craft reading questions
Questions 1-10
Complete the table below. Choose 10 answers from the box and write the correct letter, A-L, next to questions 1-10.
the finished product has an emotional and spiritual level appeal
the final product has no ambition to be anything more than it appears.
only the functional use is considered for the final object.
no practical purpose as such is imagined for the created object.
the process of creation is actually a means to an end.
whether there is an end product or not, the product is itself secondary to the process of production.
not having to stick to a set of rules, the process is a matter of experimentation
there is no line of error for experimentation, all of the process are following a set of rules.
the goal is defined from the outset
the process is undefined and fluid
it is useful but not commercially practical
the production process is a mixture of following experimentation and guidelines.
Do the following statements agree with the information given in the Reading Passage?In boxes 11-12 on your answer sheet, write
TRUE if the statement is true
FALSE if the statement is false
NOT GIVEN if the information is not given in passage
11. One of the key differences between craft and art is the type of final item or piece.
12. Artists also have to follow a set of rules like craftsmen.
Enhance your skills in identifying information as True, False, or Not Given. Click here to discover expert strategies and techniques for mastering this question type in the IELTS Reading section.
Questions 13-14
Choose the correct letter A, B, or C. Write the correct option letter in boxes 13-14 on your answer sheet.
13. Which of the following people can predict the time when the object production will get completed?
Craftsmen
Artist
None of these
14. Which of the following is the most basic difference between a craftsman and an artist?
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.
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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 Features IELTS Reading True/False/Not given IELTS Reading Matching heading 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 Passage: Mobile phones and driving
Mobile phones and driving
A. Mobile phones used to be expensive items when they were first introduced, but they have now been around for more than ten years and are quite common. These cell phones are now more affordable for the majority of people thanks to technological advancement and public demand. The most contentious issue in today’s world, though, is whether or not one should use a cell phone while driving. Will it have any effect on us or pose a threat to others? Alternately, the likelihood of an accident won’t change.
B. Various nations around the globe have started imposing heavy violations as a national policy. Ireland imposes the harshest penalties on the continent, with the UK, Australia, and Finland joining the ranks of nations opposing this extremely dangerous act more recently. (a third offence can mean 3 months imprisonment). In addition to this, the offenders are charged 2000 Euros and 2 weeks in jail in Europe(the Netherlands).
C. As we continue to take our eyes off the road to talk on the phone or, even more dangerously, text, the statistics for motor vehicle accidents are rising daily. Speaking on the phone while driving increases the likelihood of an accident, and texting while driving increases the likelihood of an accident by nine times. The use of a cell phone by the driver has repeatedly and unequivocally been shown to significantly increase the risk of a car accident in study after study that has been replicated around the world.
D. Although the Ministry of Transport is still putting together a report based on public consultation, a proposal made by a previous Labour-led Government in New Zealand suggests a $50 fine and 27 demerit points for anyone using a cell phone while driving. The government is aware that, even though this is just a pending idea, it will be challenging to police, but something needs to be done and people need to be aware of the potential repercussions. Contrary to popular belief, hands-free devices can be just as hazardous as handheld phones when used, according to research from Waikato University.
E. On the one hand, it will be difficult to break the habit of using a cell phone while driving because it has become a part of our daily lives. However, it has been demonstrated that when faced with a hazard on the road, our reaction times are never quick enough. If you are conversing with someone else at the same time, your reaction time will be even slower. The average person finds that it takes them two and a half seconds to react in a dangerous situation. If you are on the phone, that reaction time can increase by two seconds. You have two things competing for your attention: your conversation and driving. It is a physical and cognitive distraction because you have to take one hand off the wheel to hold the phone due to the demands of the conversation and the road. However, an American radio host argued that outlawing cell phones while driving was going too far, asking, “If we outlaw cell phones, what comes next? There are no billboards, coffee shops, or CD players? The host acknowledged that texting while driving posed a risk, but talking on the phone did not.
F. Texting while driving can lead our eyes off the road and was a definite hazard; majority of the individuals accepted this and agreed with him. Now, a question arises that not holding a conversation while driving is as distracting as eating food or reaching for a CD. Even when mobile phones did not come into existence accidents still used to take place so do we really need to take this matter seriously?
G. Of course, people will have different views on this, and it will always be a contentious topic. The number of nations that have laws prohibiting using cell phones while driving is growing, but there are still many more that have yet to follow. Although there is a lack of data, it appears that tests, surveys, and research are conducted frequently in an effort to draw conclusions about how hazardous and possibly fatal this habit may be.
Look at the following list of the statement (Questions 1-5) based on ‘Mobile phones and driving’
Match the statement with the correct person or department A-E.
A.Ministry of Transport B.Road safety groups C.Waikato University D.American radio host E. The New Zealand government
1. Is assembling the public’s feedback at the moment. 2. proposed particular sanctions for using a phone while driving. 3. The likelihood of an accident is higher, as demonstrated by statistics. 4. Believes that using a phone while driving can be dangerous. 5. The risk of talking on the phone is exaggerated.
Improve your performance in Matching Features questions by clicking here to access our comprehensive guide. Learn how to match specific features or characteristics with the options provided in the IELTS Reading section.
Questions 6-10
Do the following statements agree with the information given in the reading passage? In boxes 6-10 an your answer sheet write:
TRUE if the statement agrees with the information FALSE if the statement contradicts with the information NOT GIVEN if there is no information on this
6. The world’s strictest regulations regarding cell phone use while driving are found in Ireland. 7. Speaking on the phone while driving increases the risk of an accident by nine times, according to research by organisations that promote road safety. 8. If the driver is on a mobile device, reaction times in an emergency are doubled. 9. Statistics show that eating while driving is just as risky as using a phone. 10. For a clearer conclusion, more investigation is necessary.
Enhance your skills in identifying information as True, False, or Not Given. Click here to discover expert strategies and techniques for mastering this question type in the IELTS Reading section.
Questions 11-13
Reading Passage has seven paragraphs A – G.
Choose the correct heading for paragraphs B – D from the list of headings below.
Write the correct number i-x in boxes 11-13.
List of Headings
i. Effects of mobile phones on risks ii. statistics on texting iii. worldwide responses iv. More research required v. Proof from around the globe vi. Difficulties with enforcement vii. global consensus on punishment viii. Data that contradicts each other ix. The Dangers of Interacting with Passengers x. weighing the risks
1. A 2. E 3. B 4. C 5. D 6. Not given 7. False 8. False 9. Not given 10. True 11. iii 12. v 13. vi
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 Multiple Choice Questions
IELTS Reading True/False/Not Given
IELTS Reading Sentence 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–Do You Look Your Age?
Do You Look Your Age?
It can be hard to guess someone’s exact age. A range of factors may leave marks on our appearance: how much sleep We’ve had – even the way we dress and our view of ourselves. The good news is that just as these factors can add years on to your appearance, it follows that they can also take years off. We don’t always have control over some of those social factors that can make us look younger, but there are other steps we can take to try to stop the ravages of age.
SOCIAL FACTORS
Last month, the University of Southern Denmark published a report, The Influence of Environmental Factors on Facial Ageing, which showed that how we live can affect how old we look. In it, 1,826 twins were photographed and then ten female nurses aged between 25-46 years were asked to guess how old the “models” were. The results were intriguing. They showed that belonging to a high social class can make us look up to four years younger, and many other lifestyle factors were shown to affect the way we look. Having children was found to make men look a full year younger, though it had no effect on women, and having four or more children cancelled out the benefit.
Depression and sun exposure were the biggest factors in making you look old before your time. Depression added up to three and a half years to a woman’s perceived age (and 2.4 years for men). Sun exposure piled on at least an extra year. Smoking put on six months for a woman and a year for a man. Meanwhile, having a high BMI (body mass index) was found to take a whole year off for both men and women. “If you are not depressed, not a smoker and not too skinny, you are basically doing well,” says Professor Kaare Christensen (married, three children, non-smoker), one of the report’s authors. Professor Christensen’s report concluded that it was more dangerous for our health to look a year older, than to actually be a year older.
NUTRITION
This is possibly the biggest change we can make fairly easily. There are four main factors that prematurely age us: smoking, too much alcohol, lack of fresh fruit and vegetables, and insufficient protein intake. You can immediately tell a smoker. It’s not just the lines around the mouth and eyes, but smoking is dehydrating to the body. Every time you inhale on a cigarette, you’re taking toxins into the body which have to be diffused and detoxified by the liver and kidneys, and they’re dependent on plenty of fresh water to carry toxins away. Most smokers don’t drink anywhere near enough water.
The really big, quick fix, though, is eating more fresh fruit and vegetables. You can see if someone doesn’t eat enough, or any, fresh fruit and veg in a minute. The skin lacks a freshness and translucency. This is because the skin is the last organ to benefit from the nutrients you eat – the likes of the brain, heart, and lungs all get first share. If someone’s diet is lacking in fruit and veg, the skin will become dehydrated. This is a sign that sufficient nutrients aren’t being delivered, so from an anti-ageing point of view, it’s important to have live, fresh food and raw food is vital. If you have to cook, steaming will retain at least some of the vitamins and minerals.
The other really important thing, and one we tend to miss out on in our diet-obsessed culture, is adequate intake of essential fatty acids (EFAs), from oily fish, nuts, and seeds. EFAs are vital for prolonging life expectancy because every cell in the body has a phospholipid bilayer that protects it, but they also give the skin a dewy, “bouncy”, youthful feel. One of the worst things you can do in terms of looking old is to go on a low-fat diet. Stress is another big one for adding years. We can help support the adrenal and thyroid glands, which take a hammering when we’re stressed, by eating plenty of fresh vitamin C and magnesium for the adrenal glands; and iodine, selenium, zinc, and B vitamins to support the thyroid.
EXERCISE
We’ve come to think of exercise as a pure slimming pursuit and women tend to be rather scared of lifting weights, but building lean tissue through weight-bearing exercise is key to keeping the years at bay. Exercise can help reduce the effects of ageing by slowing down the decline of type II muscle fibres. Generally, type I muscle fibres deal with aerobic activities and type II with anaerobic ones. The type II responds to resistance work to improve muscle tone. With ageing, there’s a reduction in frequency, duration, and intensity of habitual activity: we generally move less. So, these type II fibres deteriorate because they simply don’t get enough stimuli.
SKIN CARE
Almost every skin cream promises to make you look younger. It’s a promise many are seduced by, but many end up disappointed. The problem is not that products don’t work, but starting too late, and then not spending enough money. A lot of people skip good skin care until they think they need it, and by then it’s actually too late. In women, the skin around the eyes is the first to go, in men it’s the hands. A good routine should start early because maintenance is much easier than repair.
Your skin also becomes more transparent as you get older, so you need to adapt your make-up and hair colour accordingly. Foundation should be lighter than you’d imagine, and sheerer, and if you want to cover grey, don’t be tempted to go for a too-dark hair colour or block colour – highlights are kind. Don’t forget to apply moisturiser around the back of the neck: It’s the only bit of skin attached to a bone, so it’s important that you look after it to avoid sagging.
For each question, only ONE of the choices is correct.
27. According to surveys, which of the following social factors makes a person look older?
A Having more than four children B Having a high BMI C Spending a long time in the sun
28. Which of the following nutritional factors makes a person look older?
A Eating lots of fruit and vegetables B Not eating enough protein C Eating lots of meat
29. How can exercise help make a person look younger?
A By making them feel happier B It helps keep type II muscle fibres in better condition. C It increases oxygen flow.
30. What is the main problem with skincare products?
A People don’t use them early enough. B People spend too much money on them. C Most skincare products don’t work.
Ready to improve your performance in Multiple Choice Questions (MCQs)? Click here to access our comprehensive guide on how to tackle MCQs effectively in the IELTS Reading section.
Questions 31-35
Complete the following sentences using NO MORE THAN THREE WORDS from the text for each gap.
The Danish survey used photographs of (31)…………………. The greatest difference people can make relatively easily is with (32)………………… The human body uses the (33)……………………to get rid of toxins. A (34)……………………….diet makes people look much older. People should use (35)………………………..on the back of the neck.
Questions 36-40
Do the following statements agree with the information given in Reading Passage 3? In boxes 36 – 40 on your answer sheet, write
TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN If there is no information on this
36. A person’s social class can affect how old they look. 37. Having children makes men and women look younger. 38. Smokers need to drink more water than non-smokers. 39. Some people don’t get enough fatty acids because they are slimming. 40. Most skin creams contain vitamins that are good for the skin.
Enhance your skills in identifying information as True, False, or Not Given. Click here to discover expert strategies and techniques for mastering this question type in the IELTS Reading section.
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 Multiple Choice Questions
IELTS Reading True/False/Not Given
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 –Caffeine
Caffeine
Almost 200 years ago, a young German chemist named Friedrich Ferdinand Runge isolated a molecule from coffee beans; he named the substance kaffein. Today, scientists are still studying the properties of this bitter, white powder. More than sixty plants are known to produce caffeine, whose pungent taste helps protect them from insect predators.
Caffeine is probably the most widely used drug in the world. Humans have been consuming caffeine for hundreds of years, primarily In the form of coffee, tea, and cocoa. Today, it is also added to soft drinks and energy drinks and is a component of some over-the-counter medications. Many of the world’s people, including children, ingest it in some form daily.
The body absorbs caffeine in less than an hour, and it remains in the system for only a few hours, passing from the gastrointestinal tract into the bloodstream within about ten minutes and circulating to other organs, including the brain. Caffeine molecules are small and soluble in fat, properties that allow them to pass through a protective shield known as the blood-brain barrier and directly target the central nervous system.
Caffeine acts on the body in many ways, some of them probably still unknown. However, caffeine accomplishes its principal action as a stimulant by inhibiting adenosine, a chemical that binds to receptors on nerve cells and slows down their activity. Caffeine binds to the same receptors, robbing adenosine of the ability to do its job and leaving caffeine free to stimulate nerve cells, which in turn release epinephrine (also known as adrenaline), a hormone that increases heart rate and blood pressure, supplies an energy boost and in general makes people feel good.
For all its popularity, caffeine retains a somewhat negative image. It is, after all, a mildly habit forming stimulant that has been linked to nervousness and anxiety and that causes insomnia. It affects most of the body’s major organs. Recent research casts doubt on the magnitude of many of these seemingly undesirable effects and even suggests that a daily dose of caffeine may reduce the risk of some chronic diseases, while providing short-term benefits as well.
Daily caffeine consumption has been associated with lowered incidence of type I diabetes, Parkinson’s disease, and Alzheimer’s disease. How caffeine works to thwart diabetes, a condition characterised by high levels of glucose in the blood, remains unknown, but glucose tolerance or more efficient glucose metabolism may be involved. Parkinson’s disease, a central nervous system disorder that causes tremor and joint stiffness, is linked to insufficient amounts of a substance called dopamine in the brain. Caffeine may interact with brain cells that produce dopamine and help maintain a steady supply. The role of caffeine in Alzheimer’s disease, which damages the brain and causes memory loss and confusion, may be related to a problem In the blood—brain barrier, possibly a contributor in Alzheimer’s, if not the major cause. Caffeine has been found to protect the barrier against disruption, resulting from high levels of cholesterol.
Habitual coffee and tea drinkers had long been observed to have a lower incidence of non-melanoma skin cancers, although no one knew why. A recent study found that caffeine affects skin cells damaged by ultraviolet radiation, a main cause of skin cancer. Caffeine interferes with protein that cancerous cells need to survive, leaving the damaged cells to die before they become cancerous. Drinking caffeinated coffee has also been associated with a decreased incidence of endometrial cancer—that is, cancer of the cells lining the uterus. The strongest effect appears to be in overweight women, who are at greatest risk for the disease. Researchers believe blood sugar, fat cells and estrogen may play a role. Although the mechanism remains unknown, people who drink more than two cups of coffee or tea a day reportedly have about half the risk of developing chronic liver disease as those who drink less than one cup of coffee daily; caffeinated coffee has also been associated with lowered risk of cirrhosis and liver cancer.
While many of caffeine’s undesirable effects, such as elevated heart rate and blood pressure, are brief, some short-term benefits, including pain relief, increased alertness, and increased physical endurance, have also been attributed to caffeine. As a component of numerous over-the-counter diet pills and pain relievers, caffeine increases their effectiveness and helps the body absorb them more quickly. By constricting blood vessels in the brain, it can alleviate headaches —even migraines—and can help counter the drowsiness caused by antihistamines.
Caffeine does not alter the need for sleep, but does offer a temporary solution to fatigue for people who need to stay alert. Research has shown that sleep-deprived individuals who consumed caffeine had improved memory and reasoning abilities, at least in the short term. Studies of runners and cyclists have shown that caffeine can improve their stamina—hence its addition to energy boosting sports drinks.
People who consume a lot of caffeine regularly may develop temporary withdrawal symptoms, headache being the most common, if they quit or cut back on it abruptly. Fortunately, these symptoms last only a day or two in most cases. Individuals who are more sensitive to the stimulatory side effects of caffeine may want to avoid it, but most doctors agree that the equivalent of three cups of coffee a day does not harm healthy people. There is no medical basis to give up daily caffeine and many reasons to include a moderate amount in one’s diet.
Do the following statements agree with the information given in the Reading Passage? In boxes 1-9 on your answer sheet, write-
TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN If there is no information on this
1. 200 years ago, people did not drink coffee regularly. 2. Children generally do not consume caffeine. 3. The nervous system is affected by caffeine. 4. Caffeine causes the heart to beat faster. 5. Caffeine can be addictive. 6. Alzheimer’s disease may be caused in part by caffeine consumption. 7. Drinking coffee can help protect against some skin cancers. 8. Caffeine may increase the incidence of endometrial cancer. 9. Caffeine can help some medications work faster.
Enhance your skills in identifying information as True, False, or Not Given. Click here to discover expert strategies and techniques for mastering this question type in the IELTS Reading section.
Questions 10-13
Choose the correct letter from A, B, or C.
Write your answers in boxes 10-13 on your answer sheet.
10. Caffeine is used to treat ____________.
A. Headaches. B. Liver cancer. C. High blood pressure
11. Some athletes use caffeine to _____________.
A. Maintain their alertness. B. Improve their speed. C. Increase their endurance.
12. Symptoms of caffeine withdrawal ____________.
A. ;Are usually short-lived. B. May last as long as a week. C. Can become an ongoing problem.
13. Drinking three cups of coffee a day _____________.
A. Will probably not cause problems. B. Is harmful to your health. C. May be recommended by a doctor.
Ready to improve your performance in Multiple Choice Questions (MCQs)? Click here to access our comprehensive guide on how to tackle MCQs effectively in the IELTS Reading section.
1. Answer: Not Given 2. Answer: False 3. Answer: True 4. Answer: True 5. Answer: True 6. Answer: False 7. Answer: True 8. Answer: False 9. Answer: True 10. Answer: B 11. Answer: C 12. Answer: A 13. Answer: A
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.
You should spend about 20 minutes on Questions 1–14 which are based on Reading Passage Sample 7 below:
Alarming Rate of Loss of Tropical Rainforests
Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes – about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests – what and where they are, why they are important, what endangers them – independent of any formal tuition. It is also possible that some of these ideas will be mistaken.
Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.
Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.
The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.
Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of the rainforest as animal habitats.
Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.
The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.
One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two-fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.
In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.
The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in the basic scientific knowledge of rainforests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.
Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.
Questions 1–8 Do the following statements agree with the information given in the Reading Passage?
In boxes 1–8 on your answer sheet write: TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this
1. The plight of the rainforests has largely been ignored by the media. 2. Children only accept opinions on rainforests that they encounter in their classrooms. 3. It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school. 4. The fact that children’s ideas about science form part of a larger framework of ideas mean that it is easier to change them. 5. The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa?’ 6. Girls are more likely than boys to hold mistaken views about the rainforests’ destruction. 7. The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests. 8. A second study has been planned to investigate primary school children’s ideas about rainforests.
Questions 9–13 The box below gives a list of responses A–P to the questionnaire discussed in the Reading Passage.
Answer the following questions by choosing the correct responses A–P. Write your answers in boxes 9–13 on your answer sheet.
9. What was the children’s most frequent response when asked where the rainforests were? 10. What was the most common response to the question about the importance of the rainforests? 11. What did most children give as the reason for the loss of the rainforests? 12. Why did most children think it important for the rainforests to be protected? 13. Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television?
A. There is a complicated combination of reasons for the loss of the rainforests. B. The rainforests are being destroyed by the same things that are destroying the forests of Western Europe. C. Rainforests are located near the Equator. D. Brazil is home to the rainforests. E. Without rainforests some animals would have nowhere to live. F. Rainforests are important habitats for a lot of plants. G. People are responsible for the loss of the rainforests. H. The rainforests are a source of oxygen. I. Rainforests are of consequence for a number of different reasons. J. As the rainforests are destroyed, the world gets warmer. K. Without rainforests there would not be enough oxygen in the air. L. There are people for whom the rainforests are home. M. Rainforests are found in Africa. N. Rainforests are not really important to human life. O. The destruction of the rainforests is the direct result of logging activity. P. Humans depend on the rainforests for their continuing existence.
Question 14
Choose the correct letter A, B, C, D or E. Write your answer in box 14 on your answer sheet.
Which of the following is the most suitable title for the Reading Passage?
A. The development of a programme in environmental studies within a science curriculum B. Children’s ideas about the rainforests and the implications for course design C. The extent to which children have been misled by the media concerning the rainforests D. How to collect, collate and describe the ideas of secondary school children E. The importance of the rainforests and the reasons for their destruction.
Essential strategies and practice techniques for this IELTS Reading question type. Learn how to manage time and improve accuracy.
Originally published April 2023. Last reviewed 3 July 2026.
You should spend about 20 minutes on Questions 14-27, which are based on the Reading Passage below.
What’s so funny?
John McCrone reviews recent research on humour
The joke comes over the headphones: ‘Which side of a dog has the most hair? The left.’ No, not funny. Try again. ‘Which side of a dog has the most hair? The outside.’ Hah! The punchline is silly yet fitting, tempting a smile, even a laugh. Laughter has always struck people as deeply mysterious, perhaps pointless. The writer Arthur Koestler dubbed it the luxury reflex: ‘unique in that it serves no apparent biological purpose’.
Theories about humour have an ancient pedigree. Plato expressed the idea that humour is simply a delighted feeling of superiority over others. Kant and Freud felt that joke-telling relies on building up a psychic tension which is safely punctured by the ludicrousness of the punchline. But most modern humour theorists have settled on some version of Aristotle’s belief that jokes are based on a reaction to or resolution of incongruity, when the punchline is either a nonsense or, though appearing silly, has a clever second meaning.
Graeme Ritchie, a computational linguist in Edinburgh, studies the linguistic structure of jokes in order to understand not only humour but language understanding and reasoning in machines. He says that while there is no single format for jokes, many revolve around a sudden and surprising conceptual shift. A comedian will present a situation followed by an unexpected interpretation that is also apt.
So even if a punchline sounds silly, the listener can see there is a clever semantic fit and that sudden mental ‘Aha!’ is the buzz that makes us laugh. Viewed from this angle, humour is just a form of creative insight, a sudden leap to a new perspective.
However, there is another type of laughter, the laughter of social appeasement and it is important to understand this too. Play is a crucial part of development in most young mammals. Rats produce ultrasonic squeaks to prevent their scuffles turning nasty. Chimpanzees have a ‘play-face’ – a gaping expression accompanied by a panting ‘ah, ah’ noise. In humans, these signals have mutated into smiles and laughs. Researchers believe social situations, rather than cognitive events such as jokes, trigger these instinctual markers of play or appeasement. People laugh on fairground rides or when tickled to flag a play situation, whether they feel amused or not.
Both social and cognitive types of laughter tap into the same expressive machinery in our brains, the emotion and motor circuits that produce smiles and excited vocalisations. However, if cognitive laughter is the product of more general thought processes, it should result from more expansive brain activity.
Psychologist Vinod Goel investigated humour using the new technique of ‘single event’ functional magnetic resonance imaging (fMRl). An MRI scanner uses magnetic fields and radio waves to track the changes in oxygenated blood that accompany mental activity. Until recently, MRI scanners needed several minutes of activity and so could not be used to track rapid thought processes such as comprehending a joke. New developments now allow half-second ‘snapshots’ of all sorts of reasoning and problem-solving activities.
Although Goel felt being inside a brain scanner was hardly the ideal place for appreciating a joke, he found evidence that understanding a joke involves a widespread mental shift. His scans showed that at the beginning of a joke the listener’$ prefrontal cortex lit up, particularly the right prefrontal believed to be critical for problem solving. But there was also activity in the temporal lobes at the side of the head (consistent with attempts to rouse stored knowledge) and in many other brain areas. Then when the punchline arrived, a new area sprang to life -the orbital prefrontal cortex. This patch of brain tucked behind the orbits of the eyes is associated with evaluating information.
Making a rapid emotional assessment of the events of the moment is an extremely demanding job for the brain, animal or human. Energy and arousal levels may need, to be retuned in the blink of an eye. These abrupt changes will produce either positive or negative feelings. The orbital cortex, the region that becomes active in Goel’s experiment, seems the best candidate for the site that feeds such feelings into higher-level thought processes, with its close connections to the brain’s sub-cortical arousal apparatus and centres of metabolic control.
All warm-blooded animals make constant tiny adjustments in arousal in response to external events, but humans, who have developed a much more complicated internal life as a result of language, respond emotionally not only to their surroundings, but to their own thoughts. Whenever a sought-for answer snaps into place, there is a shudder of pleased recognition. Creative discovery being pleasurable, humans have learned to find ways of milking this natural response. The fact that jokes tap into our general evaluative machinery explains why the line between funny and disgusting, or funny and frightening, can be so fine. Whether a joke gives pleasure or pain depends on a person’s outlook.
Humour may be a luxury, but the mechanism behind it is no evolutionary accident. As Peter Derks, a psychologist at William and Mary College in Virginia, says: ‘I like to think of humour as the distorted mirror of the mind. It’s creative, perceptual, analytical and lingual. If we can figure out how the mind processes humour, then we’ll have a pretty good handle on how it works in general.
Questions 14-20 Do the following statements agree with the information given in the Reading Passage?
In boxes 14-20 on your answer sheet, write
TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this
14. Arthur Koestler considered laughter biologically important in several ways. 15. Plato believed humour to be a sign of above-average intelligence. 16. Kant believed that a successful joke involves the controlled release of nervous energy. 17. Current thinking on humour has largely ignored Aristotle’s view on the subject. 18. Graeme Ritchie’s work links jokes to artificial intelligence. 19. Most comedians use personal situations as a source of humour. 20. Chimpanzees make particular noises when they are playing.
Questions 21-23 The diagram below shows the areas of the brain activated by jokes. Label the diagram.
Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes 11-23 on your answer sheet.
Questions 24-27 Complete each sentence with the correct ending A-G below. Write the correct letter A-G in boxes 24-27 on your answer sheet.
24. One of the brain’s most difficult tasks is to 25. Because of the language they have developed, humans 26. Individual responses to humour 27. Peter Derks believes that humour
A react to their own thoughts. B helped create language in humans. C respond instantly to whatever is happening. D may provide valuable information about the operation of the brain. E cope with difficult situations. F relate to a person’s subjective views. G led our ancestors to smile and then laugh.
Answer:
14. FALSE 15. NOT GIVEN 16. TRUE 17. FALSE 18. TRUE 19. NOT GIVEN 20. TRUE 21. problem-solving 22. temporal lobes 23. evaluating information 24. C 25. A 26. F 27. D
