IELTS Reading Practice Materials (10 sets), Part 1 2019 Updated Edition (IELTS Reading Books by Liza Simon)_nodrm

IELTS READING TEST - X Reading Passage 1 You should spend about 20 minutes on Questions I-13, which are based on Reading Passage 1 below. HOW CLEAN IS THE WATER? A. Plants and animals require water that is moderately pure. They cannot survive if their water is loaded with toxic chemicals or harmful microorganisms. If severe, water pollution can kill large numbers of fish, birds, and other animals, in some cases killing all members of a species in an affected area. Fish and shellfish harvested from polluted waters may be unsafe to eat. People who ingest polluted water can become ill, and, with prolonged exposure, may develop cancers or bear children with birth defects. The major water pollutants can be classed into five categories, each of which presents its own set of hazards. Questions 1 2 3 4 5 6 7 8 9 10 11 12 13 B. Petroleum products. Oil and chemicals derived from petroleum are used for fuel, lubrication, plastics manufacturing, and many other purposes. However, these petroleum products often find their way into the water by means of accidental spills from ships, tanker trucks, pipelines, and leaky underground storage tanks. An oil spill has its worst effects when it encounters a shoreline. Oil in coastal waters kills tide pool life and harms birds and marine mammals by causing feathers and fur to lose their natural waterproof quality, which causes the animals to drown or die of cold. Additionally, these animals can become sick or poisoned when they swallow the oil while preening (grooming their feathers or fur). Questions 1 2 3 4 5 6 7 8 9 10 11 12 13 C. Pesticides and herbicides. Pesticides and herbicides are useful for killing unwanted insects and weeds, for instance on farms or in suburban yards. Some of these chemicals are biodegradable and quickly decay into harmless or less harmful forms, while others are non-biodegradable and remain dangerous for many years. When animals consume plants that have been treated with certain non-biodegradable chemicals, such as DDT, these chemicals are

absorbed into the tissues or organs of the animals. When other animals feed on these contaminated animals, the chemicals are passed up the food chain. With each step up the food chain, the concentration of the pollutant increases. In one study, DDT levels in ospreys (a family of fish-eating birds) were found to be 10 to 50 times higher than in the fish that they ate, 600 times the level in the plankton that the fish ate, and 10 million times higher than in the water. Animals at the top of food chains may, as a result of these chemical concentrations, suffer cancers, reproductive problems, and death. Questions 1 2 3 4 5 6 7 8 9 10 11 12 13 D. Many drinking water supplies are contaminated with pesticides from widespread agricultural use. More than 14 million Americans drink water contaminated with pesticides, and the Environmental Protection Agency (EPA) estimates that 10 per- cent of wells contain pesticides. Nitrates, a pollutant often derived from fertilizer runoff, can cause methemoglobinemia in infants, a potentially lethal form of anemia that is also called “blue baby syndrome.” Questions 1 2 3 4 5 6 7 8 9 10 11 12 13 E. Heavy metals. Heavy metals, such as copper, lead, mercury, and selenium, get into water from many sources including industries, automobile exhaust, mines, and even natural soil. Like pesticides, heavy metals become more concentrated as animals feed on plants and are consumed in turn by other animals. When they reach high levels in the body, heavy metals can be immediately poisonous, or can result in long-term health problems similar to those caused by pesticides and herbicides. For example, cadmium in fertilizer derived from sewage sludge can be absorbed by crops. If these crops are eaten by humans in sufficient amounts, the metal can cause liver and kidney damage. Lead can get into water from lead pipes and solder in older water systems; children exposed to lead in water can suffer mental retardation. Questions 1 2 3 4 5 6 7 8 9 10 11 12 13 F. Hazardous wastes. Hazardous wastes are chemical wastes that are toxic (poisonous), reactive

(capable of producing explosive or toxic gases), corrosive (capable of corroding steel), or ignitable (flammable). If dumped, improperly treated or stored, hazardous wastes can pollute water supplies and cause a variety of illness, birth defects and cancers. Even tiny amounts, over time, can lead to serious health problems. In 1969, the Cuyahoga River in Cleveland, Ohio, was so polluted with hazardous wastes that it caught fire and burned. PCBs, a class of chemicals once widely used in electrical equipment such as transformers, can get into the environment through oil spills and even a small amount can reach toxic levels as organisms eat one another. Questions 1 2 3 4 5 6 7 8 9 10 11 12 13 G. Infectious organisms. A 1994 study by the Centres for Disease Control and Prevention (CDC) estimated that about 900,000 people get sick annually in the United States because of organisms in their drinking water, and around 900 people die. Many disease-causing organisms that are present in small numbers in most natural waters are considered pollutants when found in drinking water. Such parasites as Giardia Iamblia and Cryptosporidium pavum occasionally turn up in urban water supplies. These parasites can cause illness, especially in people who are very old or very young, and in people who are already suffering from other diseases. In 1993, an outbreak of Cryptosporidium in the water supply of Milwaukee, Wisconsin, sickened more than 400,000 people and killed more than 100. Questions 1 2 3 4 5 6 7 8 9 10 11 12 13 Questions 1 -5 Look at the following effects (Questions 1-5) and causes of water pollution. Match each effect with one cause. Write the appropriate letter; A-F, in boxes 1-5 on your answer sheer. NB: You may use any letter more than once. EFFECT 1. Illness or death from Cryptosporidium Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 2. Mental retardation Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 3. Blue baby syndrome

Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 4. A river on fire Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 5. Marine life die from drowning or cold Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” CAUSE A. Oil spill B. Infectious organism contamination C. Cadmium dumped into sewage system D. Use of DDT E. Use of lead pipes and solder F. Nitrate fertilizer runoff Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” Questions 6-10 Do the following statements reflect the claims of the writer in Reading Passage 1? In boxes 6-10 on your answer sheet, write TRUE if the statement reflects the claims of the writer FALSE if the statement contradicts the claims of the writer NOT GIVEN If it is impossible to say what the writer thinks about this 6. Giardia lamblia and Cryptosparidium parvum frequently turn up in urban water supplies. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 7. An oil spill causes the most damage when it hits a shoreline. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 8. With each step up the food chain, the concentration of a pollutant slightly decreases. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 9. Many drinking water supplies are contaminated with pesticides due to widespread agricultural use. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 10. A substantial amount of water pollution is caused when tankers routinely and deliberately flush out their oil tanks with seawater. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.”

Questions 11-13 Choose the appropriate letter, A-D, and write them in boxes 11-13 on your answer sheet. 11. How can you reduce pollution by pesticides? A. Use only pesticides that contain PCBs. B. Dispose of all pesticides now, safely down the kitchen drain. C. Use only biodegradable pesticides. D. Use a protective mask when spraying pesticides. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 12. Which of the following water pollution-related incidents occurred in Wisconsin? A. A river polluted with hazardous waste caught fire and burned. B. 900,000 people became sick from drinking lead contaminated water. C. 14 million Americans drank water contaminated with pesticides. D. Infectious organisms in the water supply killed more than 100 people. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 13. What kinds of health problems can result from ingesting polluted water? A. Lung cancer. B. Lethal anemia. C. Asthma. D. Green baby syndrome. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” Answer Key “Reading Passage 1” Reading Passage 2 You should spend about 20 minutes on Questions 14-27 which are based on Reading Passage 2 below. CHILDREN AT WORK A. Children have been used as workers for thousands of years in countries around the world. The rise of child labour in the United States began in the late seventeen and early eighteen hundreds. Industrialization was a strong force in increasing the number of working children. By 1900, more than two million U.S. children were at work. The 1900 census, which counted workers aged 10 to 15, found that 18.2 percent of the country’s children

between those ages were employed. Children worked in factories, mines, fields and in the streets. They also picked cotton, shined shoes, sold newspapers, canned fish, made clothes and wove fabric. Children worked to help support their families. Questions 14 15 16 17 18 19 20 21 22 23 24 25 26 27 B. Working conditions were often horrendous. Children would work twelve hours a day, six days a week throughout the year. The hours were long, the pay was low and the children were exhausted and hungry. Factory children were kept inside all day long. Children who worked the fields spent long, hot days in the sun or went barefoot in mud and rain. These young workers could not attend school and rarely knew how to read or write. Questions 14 15 16 17 18 19 20 21 22 23 24 25 26 27 C. Children in the United States continued to work under deplorable conditions until well into the mid-twentieth century. In the early nineteen hundreds, reformers began working to raise awareness about the dangers of child labour and tried to establish laws regulating the practice. In 1904, the National Child Labour Committee was formed. In 1908, the Committee hired Lewis Hine as its staff photographer and sent him throughout the country to photograph and report on child labour. Documenting child labour in photographs and words, his state-by-state and industry-by-industry surveys became one of the movement’s most powerful tools. Often photo- graphing the children looking directly into the camera, Hine brought them face to face with people throughout the country who would rather believe that such poverty and hardship did not exist. Questions 14 15 16 17 18 19 20 21 22 23 24 25 26 27 D. The movement against child labour confronted its biggest obstacle when it lobbied for the creation of a federal child labour law that would prohibit the use of child labour, nationwide. At the time, the federal government did not have clear authority to regulate child labour. Legal scholars believed that the U.S. Constitution left the matter of child labour to each State to regulate as it saw fit. Nevertheless, the movement was able to generate strong public support for the federal regulation of child labour. It also succeeded in establishing a Children’s Bureau within the United

States government in 1912. Questions 14 15 16 17 18 19 20 21 22 23 24 25 26 27 E. By 1916, the U.S. Congress had passed its first federal child labour law, which effectively prevented factories and mines from using children under the age of 14. However, the U.S. Supreme Court struck down the law and ruled that it was not within the federal government’s authority to regulate child labour. In December of 1918, Congress tried again and passed a second child labour law. This time, it based the law on its powers of taxation rather than its powers of interstate commerce. However, the U.S. Supreme Court again struck down the law for the same reasons. Questions 14 15 16 17 18 19 20 21 22 23 24 25 26 27 F. For the next twenty years, the U.S. Congress and the U.S. Supreme court remained at odds over federal regulation of child labour. It wasn’t until 1938 that federal protection of working children would be obtained through passage of the Fair Labour Standards Act. Like the first child labour bill, it prohibited the interstate commerce of products or services that were made using children under a certain age. It also established minimum standards and working conditions for the employment of children above a certain age. The law was again challenged in the U.S. Supreme Court. However, in 1941, the U.S. Supreme Court reversed its earlier ruling on the 1918 law and upheld the right of the federal government to use its interstate commerce powers to regulate child labour. Questions 14 15 16 17 18 19 20 21 22 23 24 25 26 27 G. With the Fair Labour Standards Act and its amendments, the movement to end child labour in the United States accomplished most of what it initially set out to do. The worst abuses of child labour as it existed in the first few decades of the twentieth century are now history. Countless children and their children were saved from deadening exploitation in mines, mills, and factories. But new challenges have arisen both in the United States and abroad. Young people around the world continue to toil as child labourers. Internationally, two hundred fifty million children work to help support their families. Africa, Asia, Central America and South America have the highest rates of child labour. There are also a significant number of children who are migrant farm workers and sweatshop workers in the

United States. Questions 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Questions 14-15 Choose the appropriate letter; A—D, and write them in boxes 14 and 15 on your answer sheet. 14. What was the biggest challenge for the movement against child labour? A. Obtaining passage of a law that would prohibit child labour, nationwide. B. Establishing a Children’s Bureau within the U.S. government. C. Investigating the deplorable child labour conditions, state-to-state. D. Seeking the cooperation of children who wanted to work. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 15. Why did the U.S. Congress have a difficult time establishing a federal child labour law? A. They felt that they did not have the authority to regulate child labour. B. There was growing public support for the use of child labour. C. They were at odds with the U.S. Supreme Court over authority to regulate. D. There was disagreement within the Congress over what the rules should be. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” Question 16 Choose TWO letters, A-E, and write them in box 16 on your answer sheet. In which TWO of the following years were federal laws passed to regulate child labour, nationwide? A. 1904 B. 1908 C. 1912 D. 1916 E. 1918 Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” Questions 17-19 Complete the notes below. Choose NO MORE THAN THREE WORDS front Reading Passage 2 for each answer. Write your answers in boxes 17-19 on your answer sheet. Three ways in which working children were mistreated in the 1900s:

v children would work 12-hour days, six . . . 17 . . . Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” v factory children were kept inside . . . 18 . . . Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” v the pay was low and the children were . . . 19 . . . Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” Questions 20-26 Do the following statements reflect the situation as described by the writer in Reading Passage 2? In boxes 20-26 on your answer sheet, write YES if the statement reflects the situation as described by the writer NO if the statement contradicts the writer NOT GIVEN if it is impossible to know what the situation is from the passage Example Answer In 1904, the National Child Labour Committee was formed. YES 20. In the early 1900’s, reformers began working to raise awareness about the dangers of child labour. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 21. Child labourers were allowed to attend night school where they learned reading and writing. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 22. The rise of child labour in the United States began in the late 1700’s and early 1800’s. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 23. In 1908, the U.S. Congress hired Lewis Hine as its staff photographer. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 24. Children who worked the fields spent long days in the sun or went barefoot in mud and rain. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 25. By 1900, more than ten million U.S. children were at work. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” 26. Presently in America, nearly 28 percent of the children between 16 and 18 are employed.

Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” Question 27 Choose the appropriate letter, A-D, and write it in box 27 on your answer sheet. 27. The writer of the article finds the conditions under which children continued to work, until well into the mid-twentieth century, to be A. onerous. B. cruel. C. back-breaking. D. deplorable. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” “G.” Answer Key “Reading Passage 2” Reading Passage 3 You should spend about 20 minutes on Questions 28-40 which are based on Reading Passage 3 below. THE NIGHT SHIFT A. A factory whistle blows and the workers leave their stations, punch the clock, and file out into the morning light. The graveyard shift is over. In a scene that is repeated across the country every day, these workers head home to face their night time, a night time that is at odds with the rest of society and the worker’s own internal clock. Midnight shift work is an example of how the body’s internal clock can be upset by external factors. Another common example is jet lag, the malaise associated with travel across time zones. In the case of jet lag, the effect is short-lived and the body readjusts relatively quickly. In the workplace, however, disturbances of the body clock can continue unabated. This provokes several questions: What is the body’s internal clock, what is its purpose, and how does it work? Questions 28 29 30 31 32 33 34 35 36 37 38 39 40 B. One of the most predictable features of life on Earth is exposure to the rhythmic environmental changes caused by the planet’s movements. As described by one scientist, the rotation of the Earth on its polar axis gives rise to the dominant cycle of the day and night; the revolutions of the Earth

around the Sun give rise to the unfailing procession of the seasons; and the more complicated movements of the Moon in relation to the Earth and the Sun give rise to the lunar month and to the tidal cycles”. Given the pervasiveness of these rhythms, it is not surprising to find that most organisms show alterations in their bodily processes and their behaviour in response to them. These cycles are called biological rhythms, and the internal bio- logical mechanisms that control them are the body clock (figure 1). Biological rhythms provide a temporal framework for an organism’s behavioural and physiological functions. For example, many flowers open and close at certain times of day or night (figure 2), and honeybees time their visits to plants to coincide with these cycles. Certain animals are active and search for food only at night (nocturnal), while some do so only during the day (diurnal). These are just a few examples of the diverse activities and functions guided by the body clock. Questions 28 29 30 31 32 33 34 35 36 37 38 39 40 C. While biological rhythms have cycles ranging in length from minutes to months, those in synchrony with the 24-hour rotation of the Earth are probably the most extensively studied. These circadian rhythms are usually 20 to 28 hours long, and many physiological and psychological functions follow such a circadian cycle (figure 3). The realization that these cycles were solely a consequence of environmental influences did not occur until 1729, when French astronomer Jacques d’Ortous de Mairan studied the actions of a plant that normally opens its leaves during the day and closes them at night (figure 4). De Mairan observed that even when kept in the dark, the plant opened and closed its leaves according to the day-night cycle. This indicated that the force driving the plant’s rhythms was internally generated. Questions 28 29 30 31 32 33 34 35 36 37 38 39 40 D. The first observations of circadian rhythms in humans were made in 1866, when William Ogle noted that fluctuations in body temperature varied in synchrony with day and night. It was not until more recent times that the endogenous nature of circadian rhythms in humans was characterized. To date, research has identified hundreds of biological variables in humans that exhibit a circadian rhythm. These functions are both physiological (e.g., body temperature, hormone production, sleep wake cycles) and

psychological (e.g., cognitive performance, memory). Questions 28 29 30 31 32 33 34 35 36 37 38 39 40 E. Humans are diurnal, and for most of history they obeyed the body clock’s mandate to be active during the day and sleep at night. However, as civilization evolved, the desire, ability, and need to contravene this pattern of activity grew. This trend was accelerated with the industrial Revolution and the advent of readily available electric power. In the last few decades, other technological and economic forces, such as the need to operate costly equipment continuously, the requirement of some manufacturing processes for uninterrupted operation, and the increasing demand for 24- hour services, have contributed to the ever-growing number of occupations that operate around the clock. As a result, many persons in these occupations work nonstandard schedules that can put them out of synchrony with their body clocks. Questions 28 29 30 31 32 33 34 35 36 37 38 39 40 F. It is estimated that one in five workers in the United States does not regularly work a standard daytime schedule. As a result, about 20 million workers are exposed to a wide range of schedules that differ in the duration of the work period, the hour of day, and the stability of the schedule. in addition to disrupting biological rhythms, shift work can cause other physiological factors, such as sleep deprivation and fatigue, to come into play. It can also affect the family and social life of workers, creating a situation in which their schedules do not coincide with those of the people around them. The cumulative effects of these factors can adversely affect the health and performance of workers and can jeopardize their safety and that of the public. However, the degree to which these effects occur, which workers are most susceptible, and the work conditions under which they occur have yet to be clearly delineated. Questions 28 29 30 31 32 33 34 35 36 37 38 39 40 Questions 28-30 Choose the appropriate letter; A--D, and write them in boxes 28-30 on your answer sheet. 28. Typically, circadian rhythms are A. one 24-hour cycle of day and night. B. one in five.

C. 20-28 hours long. D. based on the lunar calendar. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” 29. William Ogle is known for A. making the first observations of circadian rhythms in humans. B. discovering that circadian rhythms are solely a result of environmental influences. C. identifying hundreds of biological variables in humans that exhibit a circadian rhythm. D. characterizing the endogenous nature of circadian rhythms in humans. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” 30. In the U.S., the number of workers who don’t regularly work a standard daytime schedule A. has yet to be clearly delineated. B. is approximately two in ten. C. is nearly 12 million. D. are primarily in the 24-hour manufacturing sector. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” Questions 31-36 Complete the summary below. Choose ONE word front Reading Passage 3 for each answer. Write your answers in boxes 31-36 on your answer sheet Paragraph “A.” “B.” “C.” “D.” “E.” “F.” . . . . 31. . . work is an example of how the body’s external clock can be upset by external factors. Another common example is jet lag. Most living things exhibit alterations in their bodily processes and behaviour in response to rhythmic . . . 32 . . . changes caused by the planet’s movements. These cycles are called biological rhythms, and the internal biological mechanisms that control them are called the . . . 33 . . . clock. To date, research has identified hundreds of biological variables in humans that exhibit a . . . 34 . . . rhythm. Humans are . . . 35 . . . and for most of history, they obeyed their body’s mandate to be active during the day and to sleep at night. However, as civilization evolved, the desire, ability, and need to contravene this pattern of activity grew. Today, many people work nonstandard schedules that can put them out of . . . 36 . . . with their body clocks.

Paragraph “A.” “B.” “C.” “D.” “E.” “F.” Questions 37-40 Look at Figures 1, 2, 3 and 4 in Reading Passage 3. Choose the most appropriate label, A-I, for each Figure from the box below. Write your answers in boxes 37-40 on your answer sheet. NB: There are more labels than figures so you will not use them all. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” A. Circadian Timing of Various Functions B. Nocturnal blooming C. De Mairan‘s Experiment D. Alertness and Temperature graph E. William Ogle‘s Discovery F. Flowering is timed by a Circadian Clock G. Sleeping on the job: An effect of shift work H. Diurnal functioning I. The Intemnl Biological Mechanism Paragraph “A.” “B.” “C.” “D.” “E.” “F.” 37. Fig 1 ............... Paragraph “A.” “B.” “C.” “D.” “E.” “F.” 38. Fig 2 .............. Paragraph “A.” “B.” “C.” “D.” “E.” “F.” 39. Fig3 ............... Paragraph “A.” “B.” “C.” “D.” “E.” “F.” 40. Fig4 ............... Paragraph “A.” “B.” “C.” “D.” “E.” “F.”

Answer Key “Reading Passage 3” Answer Key “IELTS READING TEST - X”

Answer Key “IELTS READING TEST - I” IELTS READING TEST - I Reading Passage 1 1E 2C 3A 4D 5B 6C 7C 8D 9A 10 D 11 TRUE 12 NOT GIVEN 13 TRUE 14 TRUE 15 TRUE “Reading Passage 2” Reading Passage 2 16 B 17 B 18 A 19 D 20 solved 21 computers 22 other people 23 cut-off 24 team-work 25 decrease in 26 team-work

27 just the same way as 28 touch-tone dialling systems 29 electronic presence 30 no longer geographical “Reading Passage 3” Reading Passage 3 31 K 32 G 33 F 34 J 35 E 36 D 37 B 38 D 39 C 40 A “IELTS READING TEST - II” IELTS READING TEST - II Reading Passage 1 1C 2A 3D 4C 5B 6 intestine 7 beaks 8 vomiting 9 hardens 10 FALSE 11 TRUE 12 TRUE 13 NOT GIVEN “Reading Passage 2”

Reading Passage 2 14 iii 15 viii 16 ii 17 vi 18 vii 19 H 20 L 21 C 22 I 23 E 24 Hong Kong, Singapore, (and) part of Taiwan 25 the prevalence of disease, (and) agricultural productivity 26 Finland “Reading Passage 3” Reading Passage 3 27 the host computer 28 the interrogator 29 the electromagnetic 30 TRUE 31 TRUE 32 NOT GIVEN 33 FALSE 34 B 35 D 36 B 37 usurp 38 distinguish 39 here lo stay 40 blue chip “IELTS READING TEST - III” IELTS READING TEST - III Reading Passage 1

1B 2D 3A 4D 5B 6A 7C 8 structural adjustment policies 9 cut social expenditure 10 tools of production 11 development issues 12 powerful nations 13 fill the gap “Reading Passage 2” Reading Passage 2 14 ix 15 vii 16 i 17 viii 18 vi 19 NOT GIVEN 20 YES 21 NO 22 NOT GIVEN 23 A 24 C 25 H 26 F “Reading Passage 3” Reading Passage 3 27 B 28 D 29 C

30 Six years. 31 Ultraviolet light. 32 Network of plates. 33 O 34 VW 35 LW 36 T 37 V 38 LW 39 S 40 T “IELTS READING TEST - IV” IELTS READING TEST - IV Reading Passage 1 1 ix 2 vi 3i 4 viii 5v 6 xi 7 oil/fluids and chemicals 8 CO2 (emmissions)/ carbon dioxide 9 acute respiratory problems/asthma/cancer-related illnesses 10 crops lose yield 11 rubbber 12 sleep deprivation/stress 13 D/G 14 G/D “ReadingPassage 2” Reading Passage 2 15 D 16 G 17 C

18 E 19 D 20 young business - minded people 21 academic qualifications 22 energy and determination 23 books 24 NOT GIVEN 25 TRUE 26 FALSE 27 NOT GIVEN “Reading Passage 3” Reading Passage 3 28 skeletal biology/osteology 29 children/the elderly 30 Teeth 31 alcohol and drugs 32 toxins 33 anthropology/odontology/pshychology 34 CSI 35 John F. Kennedy 36 sacrum 37 insects behave predictably 38 fingerprints and serology 39 art and psychology 40 A “IELTS READING TEST - V” IELTS READING TEST - V Reading Passage 1 1) vii 2) ix 3) v 4) ii 5) B

6) B 7) C 8) E 9) D 10) B 11) C 12) D 13) A 14) E “Reading Passage 2” Reading Passage 2 15 C 16 A 17 B I8 NOT GIVEN 19 NO 20 YES 21 NO 22 F 23 A 24 D 25 A 26 D 27 B 28 C “Reading Passage 3” Reading Passage 3 29 ii 30 v 31 vii 32 iii 33 viii 34 & 35 in either order

E F 36 NO 37 NO 38 N0 39 NO 40 B “lELTS READING TEST - VI” lELTS READING TEST - VI Reading Passage 1 1 iv 2 viii 3i 4x 5 ii 6 xii 7v 8 iii 9 hospitality 10 grade(s) and blend(s) or different grades or different blends 11 contains caffeine 12 Bedouin 13 sugar and spices 14 lingering convention or convention “Reading Passage 2” Reading Passage 2 15 A 16 C 17 C 18 D 19 documented 20 in use

21 cropping up 22 File’s Green 23 burnt down 24 owned 25 two 26 each 27 remained 28 gravel works 29 one dwelling “Reading Passage 3” Reading Passage 3 30 B 31 B 32 D 33 tense 34 unlike 35 more 36 quieter 37 conversely 38 FALSE 39 TRUE 40 TRUE “IELTS READING TEST - VII” IELTS READING TEST - VII Reading Passage 1 1 YES 2 NOT GIVEN 3 NO 4 NO 5 YES 6D 7B 8E

9 Six 10 1/2 in. 11 (glossy coal-)Black 12 Aggressive 13 Funnel(-shaped) “Reading Passage 2” Reading Passage 2 14 iii 15 iv 16 viii 17 ix 18 i 19 B 20 F 21 E 22 A 23 B 24 A 25 D 26 C 27 C 28 D “Reading Passage 3” Reading Passage 3 29 NOT GIVEN 30 YES 31 YES 32 NO 33 YES 34 NO 35 NO 36 birth control 37 family system

38 divorce 39 nuclear family 40 A “IELTS READING TEST - VIII” IELTS READING TEST - VIII Reading Passage 1 1 FALSE 2 FALSE 3 TRUE 4 NOT GIVEN 5 TRUE 6 FALSE 7 NOT GWEN 8 TRUE 9C 10 A 11 C 12 C 13 B “Reading Passage 2” Reading Passage 2 14 NO 15 NO 16 YES 17 NO 18 YES 19 YES 20 YES 21 NOT GIVEN 22 mutation 23 Serotonin 24 seeds 25 inedible

26 cooking “Reading Passage 3” Reading Passage 3 27 viii 28 v 29 vi 30 vii 31 ix 32 i 33 TRUE 34 NOT GIVEN 35 NOT GIVEN 36 TRUE 37 a toy 38 descendants 39 advocated 40 human nature “IELTS READING TEST - IX” IELTS READING TEST - IX Reading Passage 1 1 FALSE 2 TRUE 3 NOT GIVEN 4 FALSE 5 TRUE 6 TRUE 7 AH 8 AO 9 AH 10 AS 11 TR 12 AS “Reading Passage 2”

Reading Passage 2 13 vii 14 iii 15 i 16 YES 17 NOT GlVEN 18 NO 19 YES 20 NO 21 YES 22 C 23 D 24 B 25 A “Reading Passage 3” Reading Passage 3 26 D 27 B 28 D 29 TRUE 30 FALSE 31 NOT GIVEN 32 FALSE 33 NOT GIVEN 34 TRUE 35-37 [in any order) C E G 38 E 39 G 40 B “IELTS READING TEST - X”

IELTS READING TEST - X Reading Passage 1 1B 2E 3F 4G 5A 6 FALSE 7 TRUE 8 FALSE 9 TRUE 10 NOT GIVEN 11 C 12 D 13 B “Reading Passage 2” Reading Passage 2 14 A 15 C 16 (Both must be given) D E 17 days a week 18 all day long 19 exhausted and hungry 20 YES 21 NO 22 YES 23 NO 24 YES 25 NO 26 NOT GIVEN 27 D

“Reading Passage 3” Reading Passage 3 28 C 29 A 30 B 31 shift 32 environmental 33 body 34 circadian 35 diurnal 36 synchrony 37 I 38 F 39 A 40 C FOR MORE EXERCISES GET IELTS READING PRACTICE MATERIALS PART: II BY LIZA SIMON ON AMAZON