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.
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 Search for Extra-Terrestrial Intelligence
The question of whether we are alone in the Universe has haunted humanity for centuries, but we may now stand poised on the brink of the answer to that question, as we search for radio signals from other intelligent civilizations. This search is often known by the acronym SETI [search for extraterrestrial intelligence], is a difficult one. Although groups around the world have been searching intermittently for three decades, it is only now that we have reached the level of technology where we can make a determined attempt to search all nearby stars for any sign of life.
A. The primary reason for the search is basic curiosity – the same curiosity about the natural world that drives all pure science. We want to know whether we are alone in the Universe. We want to know whether life evolves naturally if given the right conditions, or whether there is something very special about the Earth to have fostered the variety of life forms that we see around us on the planet. The simple detection of a radio signal will be sufficient to answer this most basic of all questions. In this sense, SETI is another cog in the machinery of pure science which is continually pushing out the horizon of our knowledge. However, there are other reasons for being interested in whether life exists elsewhere. For example, we have had civilization on Earth for perhaps only a few thousand years, and the threats of nuclear war and pollution over the last few decades have told us that our survival may be tenuous. Will we last another two thousand years or will we wipe ourselves out? Since the lifetime of a planet like ours is several billion years, we can expect that if other civilizations do survive in our galaxy, their ages will range from zero to several billion years. Thus any other civilization that we hear from is likely to be far older on average than ourselves. The mere existence of such a civilization will tell of that long-term survival is possible, and gives us some cause for optimism. It is even possible that the older civilization may pass on the benefits of their experience in dealing with threats to survival such as nuclear war and global pollution, and other threats that we haven’t yet discovered.
B. In discussing whether we are alone, most SETI scientists adopt two ground rules. First. UFOs [Unidentified Flying objects] are generally ignored since most scientists don’t consider the evidence for them to be strong enough to bear serious consideration (although it is also important to keep an open mind in case any really convincing evidence emerges in the future). Second, we make a very conservative assumption that we are looking for a life form that is pretty well like us, since if it differs radically from us we may well not recognize it as a life form, quite apart from whatever we are able to communicate with it. In other words, the life form we are looking for may well have two green heads and seven fingers, but it will nevertheless resemble us in that it should communicate with its fellows. Be interested in the Universe, Live on a planet orbiting a star like our Sun, and perhaps most restrictively have chemistry, like us, based on carbon and water.
C. Even when we make these assumptions, our understanding of other life forms is still severely limited. We do not even know, for example, how many stars have planets, and we certainly do not know how likely it is that life will arise naturally, given the right conditions. However, when we look at the 100 billion stars in our galaxy [the Milky Way], and 100 billion galaxies. In the observable Universe, it seems inconceivable that at least one of these planets does not have a life form on it; in fact, the best educated guess we can make using the little that we do know about the conditions for carbon-based life, leads us to estimate that perhaps one in 100,000 stars might have a life-bearing planet orbiting it. That means that our nearest neighbors are perhaps 1000 light years away, which is almost next door in astronomical terms.
D. An alien civilization could choose many different ways of sending information across the galaxy, but many of these either require too much energy. or else are severely attenuated while traversing the vast distances across the galaxy. It bums out that. for a given amount of transmitted power: radio waves in the frequency range 1000 to 3000 MHz travel the greatest distance. and so all searches to date have concentrated on looking for radio waves in this frequency range. So far there have been a number of searches by various groups around the world, including Australian searches using the radio telescope at Parkes, New South Wales. Until now there have not been any detections from the few hundred stars which have been searched. The scale of the searches has been increased dramatically since 1992, when the US Congress voted NASA $10 million per year for ten years to conduct a thorough search for extra-terrestrial life. Much of the money in this project is being spent on developing the special hardware needed to search many frequencies at once. The project has two parts. One part is a targeted search using the world’s largest radio telescopes. The American-operated telescope in Arecibo. Puerto Rico and the French telescope in Nancy in France. This part of the project is searching the nearest 1000 likely stars with a high sensibility for signals in the frequency range 1000 to 3000 MHz. The other parts of the project is an undirected search which is monitoring all of the space with a lower using the smaller antennas of NASA`s Deep Space Network.
E. There is considerable debate over how we should react if we detect a signal from an alien civilization. Everybody agrees that we should not reply immediately. Quite apart from the impracticality of sending e reply over such large distances at short notice, it raises a host of ethical questions that would have to be addressed by the global community before any reply could be sent. Would the human race face the culture shock if faced with a superior and much older civilization? Luckily, there is no urgency about this. The stars being searched are hundreds of light years away. so it takes hundreds of years for their signal to reach us, and a further few hundred years for our reply to reach them. It is not important, then, if there`s a delay of a few years, or decades, while the human race debates the question of whether to reply and perhaps carefully drafts a reply.
You should spend about 20 minutes on Questions 14-26, which are based on the reading passage below.
Questions 14-17 The Reading Passage has five paragraphs, A-E. Choose the correct heading for paragraphs B-E from the headings below.
Write the correct number, i-vii, in boxes 14-17 on your answer sheet.
List of Headings i. Seeking the transmission of radio signals from planets ii. Appropriate responses to signals from other civilizations iii. Vast distances to Earth’s closest neighbors iv. Assumptions underlying the search for extra-terrestrial intelligence v. Reasons for the search for extra-terrestrial intelligence vi. Knowledge of extra-terrestrial life forms vii. Likelihood of life on other planets
ExampleAnswer Paragraph A v
14. Paragraph B 15. Paragraph C 16. Paragraph D 17. Paragraph E
Question 18-20 Answer the questions below. Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.
Write your answers in boxes 18-20 on your answer sheet.
18. What is the life expectancy of Earth? 19. What kind of signals from other intelligent civilizations are SETI scientists searching for? 20. How many stars are the world’s most powerful radio telescopes searching?
Questions 21-26 Do the following statements agree with the views of the writer in Reading Passage 49?
In boxes 21-26 on your answer sheet, write:
YES if the statement agrees with the information NO if the statement contradicts the information NOT GIVEN if there is no information on this more than once.
21. Alien civilizations may be able to help the human race to overcome serious problems 23. SETI scientists are trying to find a life form that resembles humans in many ways. 23. The Americans and Australians have co-operated on joint research projects. 24. So far SETI scientists have picked up radio signals from several stars. 25. The NASA project attracted criticism from some members of Congress. 26. If a signal from outer space is received, it will be important to respond promptly.
Answers: 14. iv 15. vii 16. i 17. ii 18. several billion years 19. radio (waves/signals) 20. 1000 (stars) 21. YES 22. YES 23. NOT GIVEN 24. NO 25. NOT GIVEN 26. NO
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 1-14, which are based on the Reading Passage below.
Persistent Bullying Reading Answers
How can it be prevented? Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by the Department for Education.
Here he reports on his findings.
A Bullying can take a variety of forms, from the verbal – being taunted or called hurtful names – to the physical – being kicked or shoved – as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.
B Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.
C Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. ‘There is no bullying at this school’ has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: There is not much bullying here, but when it occurs we have a clear policy for dealing with it.’
D Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted ‘before and after’ evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.
E Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time – not just imposed from the head teacher’s office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.
Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied into early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.
There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as ‘no blame’, can be useful in changing the behaviour of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying.
Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.
F With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullying – and the consequent improvement in pupil happiness – is surely a worthwhile objective.
Questions 1-4
The reading passage has six sections, A-F.
Choose the correct heading for sections A-D from the list of headings below.
Write the correct number, i-vii, in boxes 1-4 on your answer sheet.
List of Headings
i The role of video violence
ii The failure of government policy
iii Reasons for the increased rate of bullying
iv Research into how common bullying is in British schools
v The reaction from schools to enquiries about bullying
vi The effect of bullying on the children involved
vii Developments that have led to a new approach by schools
1 Section A
2 Section B
3 Section C
4 Section D
Questions 5-8
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 5-8 on your answer sheet.
5 A recent survey found that in British secondary schools
A there was more bullying than had previously been the case.
B there was less bullying than in primary schools.
C cases of persistent bullying were very common.
D indirect forms of bullying were particularly difficult to deal with.
6 Children who are bullied
A are twice as likely to commit suicide as the average person.
B find it more difficult to relate to adults.
C are less likely to be violent in later life.
D may have difficulty forming relationships in later life.
7 The writer thinks that the declaration ‘There is no bullying at this school’
A is no longer true in many schools.
B was not in fact made by many schools.
C reflected the school’s lack of concern.
D reflected a lack of knowledge and resources.
8 What were the findings of research carried out in Norway?
A Bullying declined by 50% after an anti-bullying campaign.
B Twenty-one schools reduced bullying as a result of an anti-bullying campaign.
C Two years is the optimum length for an anti-bullying campaign.
D Bullying is a less serious problem in Norway than in the UK.
Questions 9-13
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 9-13 on your answer sheet.
What steps should schools take to reduce bullying?
The most important step is for the school authorities to produce a 9 ………………. which makes the school’s attitude towards bullying quite clear.
It should include detailed 10 ………………. as to how the school and its staff will react if bullying occurs.
In addition, action can be taken through the 11 ……………….
This is particularly useful in the early part of the process, as a way of raising awareness and encouraging discussion.
On its own, however, it is insufficient to bring about a permanent solution.
Effective work can also be done with individual pupils and small groups.
For example, potential 12 ………………. of bullying can be trained to be more self-confident.
Or again,in dealing with group bullying, a ‘no blame’ approach, which avoids confronting the offender too directly, is often effective.
Playground supervision will be more effective if members of staff are trained to recognise the difference between bullying and mere 13 ……………….
Question 14
Choose the correct letter, A, B, C or D.
Write the correct letter in box 14 on your answer sheet.
14 Which of the following is the most suitable title for the Reading Passage?
Siddhartha Gautama, the Lord Buddha, was born in 623 B.C. in the famous gardens of Lumbini, which soon became a place of pilgrimage. Among the pilgrims was the Indian emperor Ashoka, who erected one of his commemorative pillars there. The site is now being developed as a Buddhist pilgrimage centre, where the archaeological remains associated with the birth of the Lord Buddha form a central feature.
The Lord Buddha was born in 623 BC in the sacred area of Lumbini located in the Terai plains of southern Nepal, testified by the inscription on the pillar erected by the Mauryan Emperor Asoka in 249 BC. Lumbini is one of the holiest places of one of the world’s great religions, and its remains contain important evidence about the nature of Buddhist pilgrimage centres from as early as the 3rd century BC.
The complex of structures within the archaeological conservation area includes the Shakya Tank; the remains within the Maya Devi Temple consisting of brick structures in a cross-wall system dating from the 3rd century BC to the present century and the sandstone Ashoka pillar with its Pali inscription in Brahmi script. Additionally, there are the excavated remains of Buddhist viharas (monasteries) of the 3rd century BC to the 5th century AD and the remains of Buddhist stupas (memorial shrines) from the 3rd century BC to the 15th century AD. The site is now being developed as a Buddhist pilgrimage centre, where the archaeological remains associated with the birth of the Lord Buddha form a central feature.
Practice tests are most valuable when used strategically. Simply completing tests without reflection leads to minimal improvement. Follow these steps for maximum benefit.
Before the Test
Set up proper test conditions — quiet room, no interruptions, strict timing
Use a printed answer sheet for Listening and Reading if possible
Have a stopwatch or timer visible throughout
During the Test
Listening: Use the preparation time to read questions ahead. Write answers as you hear them.
Reading: Spend no more than 20 minutes per passage. If stuck on a question, move on and return later.
Writing: Allocate 20 minutes for Task 1 and 40 minutes for Task 2. Plan before you write.
Speaking: Record yourself and listen back to identify areas for improvement.
After the Test
Score your Listening and Reading using the official answer key.
Review every wrong answer — understand why the correct answer is right.
Identify patterns in your mistakes (e.g., consistently missing matching questions).
For Writing, compare your response against the model answer and band descriptors.
Create a focused study plan targeting your weakest areas before the next practice test.
Originally published on IELTS Achieve. Last reviewed 3 July 2026.
Comprehensive guide covering essential IELTS preparation strategies and techniques to help you achieve your target band score.
Originally published May 2020. Last reviewed 3 July 2026.
In this post, we will look at the common topics that are seen again and again in the IELTS writing task 2 test. Students often ask if the questions are repeated year after year and the answer is no, but the topics are. There are so many questions written each year, you may find you practice answering various questions on different topics. For example, you could write essays to answer questions about education or the environment, which benefits you because you learn vocabulary associated with those topics and develop ideas that can help you in your writing test.
Practicing writing IELTS task 2 essays on a range of topics is a great way to learn new vocabulary for those topics, but also to practice your essay structures. You begin to develop your ideas around those topics, thinking of examples and giving your opinions.
WRITING TASK 2 COMMON TOPICS
The list below shows you the common topics that are seen every year.
There is quite a range of writing task 2 topics, with many subtopics. Take a look at the list below and look for questions in each area when you are completing your IELTS preparation >
Environment
Government legislation
Environmental problems
Climate Change
Animals
Health
Obesity
Hospitals
The elderly
Funding
Poor countries vs rich countries
Health education
Exercise
Education
The rise of technology
Subjects/curriculum changes
Uniforms
The role of teachers
Discipline
Funding
Rules
Government
Change to laws
Rules that affect groups of individuals
International laws
Benefits to individuals and society
Funding
Society
Poverty
Overpopulation
Homelessness
Modern lifestyles
Funding
Public services
Crime
Youth crime
Punishment
Repeat offenders
Major vs minor crimes
Prisons
Technology
The role of technology in our lives/in society
The internet
Social media
Children online / safety measures
Hacking/data protection
Economics
World spending
Cash vs credit cards
Economic progress and success
Communication
Technology
Family
Social media
Types of personalities
Characters in society
Work
Women in the workplace
The role of the employee
Employer vs employee issues
Types of jobs
Salary
Equality
Family and Children
Family roles
Family size
Role models
Discipline (parents to children)
Education
Transport
Different forms of transport
Comparisons
Problems
Environmental issues
Travel
Culture differences
Travelling benefits/drawbacks
Meeting people
Forms of travel
There are many other topics that you can also prepare for, including art, business, marketing, sport, reading, language and food/diet.
TOP TIPS FOR PREPARATION
TIP >> When you are preparing for your IELTS writing task 2 test, practice answering questions on topics that you find difficult, as this is really good practice.
TIP >> Learn vocabulary associated with the topic. Make word lists and learn the meanings of those words.
TIP >> Read around the topic, take a look at news websites or journals and read about these topics. What is happening in the news? Can the news stories give you ideas for examples that you can use in your essay?
TIP >> Listen to TED Talks, podcasts, the news or documentaries related to the common topics and develop ideas, vocabulary and your opinions.
TIP >> Practice talking about these topics with a friend. Ask them their opinion about something you have seen in the news and give them your opinion, discuss the latest news and events related to the common topics.
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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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.
You should spend about 20 minutes on Questions 14-26, which are based on reading text 2.
Robotics in Healthcare – Get ready!
While there are concerns about machines replacing people in the workforce, the benefits are tempting. Imagine how a machine that doesn’t need sleep or food, doesn’t have prejudices that we humans so often have could change the way we treat people who are sick and vulnerable. With some preparation and forethought, we can make sure the human touch stays relevant in medicine while taking advantage of our metallic allies. For this reason, here are some interesting examples of robotics in healthcare.
Surgery is an unpleasant experience at best. The waiting lists can be long depending on available manpower and resources. daVinci helps alleviate the problem. It has been used in a wide variety of fields from head and neck to urologic surgery. The surgeon is in complete control of the system at all times, however as the machine has greater reach and flexibility, smaller incisions made with more precision are enough to access the problem areas.
During a hospital stay, patients interact with nurses the most. They draw blood, check your vital signs, check on your condition and take care of your hygiene if needed. They are often overwhelmed by physically and mentally daunting tasks, and the result is often an unpleasant experience for everyone involved. Robotic nurses will help carry this burden in the future. They are designed to be able to carry out repetitive tasks. This way the staff has more energy to deal with issues that require human decision-making skills and empathy. Certain robots can even take your blood sample.
But robotics in healthcare is so much more than drawing blood. With a remote controlled robot, such as the ones developed by Anybots Inc caretakers can interact with their patients, check on their living conditions and the need for further appointments. This would help efficiency a great deal by eliminating the time-consuming home visits. Companies producing and the ones maintaining the system will have to make great efforts to alleviate privacy concerns. As with every such device, it must be near impossible to access for non-authorized personnel. With the proper safeguards in place, these robots can greatly improve the lives of caretakers and patients alike.
Chances are you have been in a situation before where, if an accident were to happen, medical professionals would not have been able to reach you in time. To some of us in the developed world, it’s a rare occurrence. But even in 2016 billion live outside of the reach of conventional emergency services. With InTouch Health, patients in remote areas have access to high-quality emergency consultations for stroke, cardiovascular, and burn services. On the patient’s side, it can be accessed on a tablet or personal computer, and clinicians can also use the same type of devices as best suits their needs.
You have seen them in movies, taken advantage of them in video games and now they are here for real: exoskeletons. With the help of these devices paralysed people can walk, rehabilitation of stroke or spinal cord injury patients. They can enhance strength in order to allow a nurse to lift an elderly patient. While they have many exciting uses, it’s important to remember that currently, they are costly to make and power, so at least at first they will not be available for everyone. Although, in some cases, insurance companies had to cover the costs. Because of this, it has the potential to deepen already existing social and economic inequalities. Decision makers have to lay the groundwork to regulate the use of such devices. They will have to stay up to date on their capabilities to prevent misuse.
The great thing about robots is that they can be built to be so durable that they can overtake tasks that for humans would be simply too dangerous. Take Petman for example: designed for testing chemical protection clothing. It moves freely and can even adjust suit temperature and simulate sweating to provide realistic conditions.
Such solutions not only minimise the risk to human testers, in the long run, mechanisation of the supply chain makes production cheaper as well. Robots don’t need vacations, to eat or sleep. With a new generation of them more sturdy, agile and flexible than ever they increase productivity in all kind of factories.
Hospital acquired infections (such as MRSA) are among the leading causes of death in the US. According to CDC statistics used by Xenex show that in the United States, 1 in every 25 patients will contract an HAI. Of those, 1 in 9 will die. In addition to the human cost, it takes its toll financially as well. These infections cost more than $30 billion dollars a year. Xenex, a Texas-based company produces a unique robot. It uses high-intensity ultraviolet light to disinfect any space in a health care facility quickly and efficiently. The Xenex Robot is more effective in causing cellular damage to microorganisms than other devices designed for disinfection. It reduces the number of hospital-acquired infections. It’s yet another example of how robotics in healthcare helps hospital staff to decrease workload and will lead to a much friendlier environment.
As with nurses, pharmacists are burdened with tasks that could be eliminated by utilising the advancing robotics in healthcare. Heavy lifting, as always, is a big help, but a robot could process information much faster and much more accurately than humans. This way it could make more precise recommendations after sifting through the patient’s available medical data. Pharma dispensers could work as an ATM does, so no matter time of day patients can get access to their prescriptions. If robots were used for such tasks, pharmacists would have the time and the incentive to participate in the social aspect of healing: educate people of preventive measures, give practical advice and therefore make sure that healthcare truly becomes caring.
Questions 14-17
Do the following statements agree with the claims of the writer in text 2?
In boxes 14-17 on your answer sheet, write
YES – if the statement agrees with the views or claims
NO – if the statement contradicts the views or claims
NOT GIVEN – it is impossible to say what the writer’s views/claims are
14. Governments should do more to ensure that Robotics are readily available in the hospital systems.
15. Surgical procedures can be enhanced.
16. In the future, the healthcare system will increase its dependency on robots.
17. Hospitals in the United States reported that infections caught in hospital care cost the nation over 50 billion each year.
Questions 18-21
Complete the sentences below.
Choose ONE WORD ONLY from the text for each answer.
Write your answers in boxes 18-21 on your answer sheet.
18. In the future, medical robots will provide many ………………………… in the health care system.
19. Some machines or robotics will use data to increase …………………………………
20. With help from ………………………………… many people can walk.
21. Many robots can perform tasks that people cannot because they are too ………………………….
Questions 22-26
Look at the following names and list of statements below.
Match each name with the correct statement, A-H.
Write the correct letter, A-H, in boxes 22-26 on your answer sheet.
22. daVinci
23. Anybots Inc
24. InTouch Health
25. Petman
26. Xenex
List of Findings
A. Can perform autonomous head and neck surgery.
B. Provide specialist equipment for surgical procedures that give accurate lacerations.
C. Develop robots that can take blood.
D. Make health care workers that can investigate on patients easily.
E. Can offer healthcare services to those who live in remote places.
F. Can assist in lifting patients with spinal cord injuries.
G. Can perform jobs that are too risky for humans.
H. Ensures that spaces are kept clean, safe from the spread of epidemic particles.
If you need help to answer these questions with extra practice please read the posts below >>
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